História de vida e formação docente: atravessamentos transdisciplinares

• Ano de defesa: 2017
• Autor(a) principal: Quintanilha, Clarissa Moura
• Orientador(a): Fontoura, Helena Amaral da
• Banca de defesa: Bragança, Inês Ferreira de Souza , Gasparello, Vânia Medeiros , Chaves, Iduina Edite Mont Alverne Braun
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - Processos Formativos e Desigualdades Sociais
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: BR
• Palavras-chave em Português: Transdisciplinaridade; Formação docente transdisciplinar; Narrativas (auto)biográficas docentes; Tematização
• Palavras-chave em Inglês: Transdisciplinarity; Transdiciplinar teachers training; Teachers (auto)biographical narratives; Thematization
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/9970

Transdisciplinarity can be considered a response to the hegemony of scientific knowledge of modernity active in educational environment. However, transdisciplinary education articulated with (auto)biographical narratives is a matter still understudied in the field of Education. We understand that transdisciplinar teachers` training must contemplate a tripolar process: the personal self formation (training in relation to him/herself); the hetero formation (training in relation to others) and the eco formation (training in relation to the environment). The present research proposed a discussion between the dyad transdisciplinary teaching training and (auto)biographical narratives, through the views and voices of two early childhood education teachers, two teachers from elementary school, a teacher in the Normal Course, also Professor of a graduate degree program in the field of education and a teacher in the Normal course, also a Professor of higher education, in distance mode in a Bachelor's degree in education, totaling six teachers. We conducted a focus group with a workshop in which they constructed mandalas, with them the stories of life emerged. It was also held an individual interview, in order to reflect with the narratives and the multiple voices of the subjects involved. We understand that the focus groups can encourage critical analysis of the participants on the subject proposed. The analysis of life stories was carried out in the light of the theoretical and methodological contributions of thematization. Finally, we believe that such work favored understanding transdisciplinary training for teachers entwined by the (auto)biographical narrative, as another possibility of professional development in accordance with present needs of our society.