(Des)encontros complexos na educação atual: conversas sobre o devir professor

Abstract

In an attempt to reflect on what happens and what becoming a teacher implies in this movement that, by choice, is here referred to as a Current Complex World, we are soon faced with challenges that have been sweeping present time, and which somehow affect an individual’s life, as well as their knowledge and their way of thinking, acting and feeling within and with the world. An individual’s life choice, which is directly intertwined with how we see the world, subtly shows us where the positions and relations with knowledge permeate that teachers experience in their daily life at school. Their narratives, which bring along their becoming, enable us to understand the meaning of school situations through life experiences (CONNELLY; CLANDININ, 2008). Nevertheless, by positioning ourselves before a fragmentation of being and knowing (MORIN, 2007a), whose paradigmatic processes that sought to take over the West spread a fragmented way of understanding the world and man, we see them persist in everyday school life, once we understand that life and knowledge are closely related. To this end, we shall try to understand it from another perspective of an individual’s manner, i.e., with the contributions of an individual’s notion as understood by thinker Edgar Morin, we will try to develop thoughts of becoming a teacher based on their materialized experiences in their own voice and writing. Therefore, our concern starts by questioning how a Public Fundamental Education School teacher has been experiencing the fact of becoming a teacher. Our goal then is to create, based on the confessions of what it is like to become a teacher, possibilities to invent and reinvent a historical path of events in teaching, which comprises the relations of other ways of becoming in everyday school life, so that the individual teacher can better understand the movement of their knowledge. Our theoretical reference is based on the dialogue with the intercessors Connelly and Clandinin (2008); Edgar Morin (2002a, 2002b, 2003a, 2005a, 2007a, 2007b, 2008b); Larrosa (2004); Marques (2001); Reis (2008) and Rancière (2002). Along with this movement, we present Narrative as methodological research, or rather a Narrative Research (CONNELLY; CLANDININ, 2008). Thus, we can see that while Morin (2007a) gives us the possibility of doing research of a complex nature, i.e., without giving it a judgment tone of the object to get to the truth, the researcher should have a dialogue with everyday life by being an observed observer in locus through provisional view meta-points; the methodological proposal for Narrative Research enables us to value and emerge the subjectivity that is present in the school routine in an attempt to understand reality by inviting respondents to talk about themselves, not limited to data analysis (REIS, 2008).