Entre o normal e o profano: problematizações sobre o ofício de professoras

• Ano de defesa: 2021
• Autor(a) principal: Vargas, Andressa Silveira
• Orientador(a): Menezes, Eliana da Costa Pereira de
• Banca de defesa: Gallina, Simone Freitas da Silva, Klein, Rejane Ramos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Formação de professoras; Normal; Norma; Profanação; Diferença
• Palavras-chave em Inglês: Teachers training; Norm; Profanation; Difference
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/23420

This research linked to the “Special Education, Inclusion and Difference” research line of the Post-Graduation Program in Education from the Federal University of Santa Maria, it is also part of the studies created in the Research Group “Difference, Education and Culture –DEC/UFSM/CNPq”. The research problematizes the training of the Normal Course of the State Education Institute Olavo Bilac in order to analyze the senses and meanings that teachers attribute to their training. For that, in the first analytical movement, the archives of the Historical Collection of the Institute and legal documents are used, considered as discursive practices that attribute a regime of truths about such training; these documents are located in the period before the Brazilian political opening until current days. That said the second analytical movement uses the narratives of six teachers graduated between 1969 and 2018, which were produced through semi-structured interviews about their trajectories in the Normal Course of the Institute. Influenced by Foucault-inspired theorizations, it used the notions about norm and normalization as analytical tools to problematize the production the way of being normalist teachers. In order to think the effect of the Normal training beyond the norm, it propose to look at the training process and the teaching enactment as a profanity, as another way being and exercising the profession. Since the teachers narratives, it identified recurrences which turn possible affirm even if the training conserve its normalizer structure, the development of a critical posture in front the lived experiences contributes to creation of an active subjectivity. Such subjectivity make possible deviations from what is already in place, also making possible ways of life attentive to the singularities and, thus, producing the difference. The educator-function on the educator infamous perspective (Carvalho, 2010) finds on these teachers’ ways of life inventive resistances on the affirming of singularities potencies in front the forces, which tend to reproduce or standardize ways of being. Being this perspective of a heterotopic order, the announces written here do not stand as models to be followed, but as infamous inspirations that produce difference and invite other lives to (re) exist.