Tessituras identitárias de professores em situação de creche na cidade de Manaus

Abstract

The Thesis presented here inscribed in the context of the Research Line Symbolic Systems and Sociocultural Manifestations of the Postgraduate Program in Society and Culture in the Amazon-PPGSCA / UFAM, is committed to socializing the results of the study which aimed to: Understand the weavings identity of teachers in a daycare center in the city of Manaus. In this context, we seek to answer the following question: How do teachers who work in daycare centers in the city of Manaus give meaning / meaning to the identity processes that go through them, and how they (re) build them, through the interactions that involve: cultural life / formation; teacher training / professional insertion? From the emergence of relevant narratives and memories to seven collaborators participating in the study, research with multirreferential inspiration and the use of bricolage as a possible movement in the constructive experimentation of the investigative walk, ventured into the dialogue with the foundations of Edgar Morin's Theory of Complexity and Historical-Cultural Approach by Vigotski and collaborators, considering the concepts of complex thinking, mediation, meaning, meaning and activity. We use a cartography of knowledge in methodological trails, guided by the assumptions of Collaborative Research and in a Research-Training unit, in which the data construction procedures gained a living nature, with interactions experienced in six Reflective Encounters, permeated by oral / written narratives and mediated by information and communication technologies. Also, the use of Interview Scripts (written); projection through drawings; records written in a field notebook and information from the database of the Municipal Education Secretariat of Manaus (SEMED). For the treatment and analysis of the data, we used the guidelines of the Discursive Textual Analysis, which in their entirety and at the confluence with the concepts adopted for dialogue in the study allowed the organization of two units of interpretation, namely: Early History - pre-professional elements and Teacher at the daycare center: Training and Professionality. In the first unit of interpretation, we present and discuss the empirical categories, related to elements of life history, prior to the professionality itself and which are related to the processes that constitute the teaching of the employees today. In the unit, Teacher at the daycare center: Training and Professionality, we expose the senses and meanings about being / becoming / thinking about being a teacher at the daycare center. The intertwining of the meanings emerged and organized into categories, along the two units of interpretation, launched at the confluence of meanings of / in the present time of the collaborators, allowed us to understand that, the construction of the identities of the daycare teachers, participating in this study, incurs in a growing spiraling movement, in which the way of being, being and becoming a teacher of children, as well as what they do and the way they do it, drags the results of social interactions, which throughout the life and formation trajectory cultural, were signified by distinct mediations, which as such can be modified, given the continuity of the human formative process and the intentionality of the transforming consciousness. That as weavings, worldviews, speeches, postures, positions, diverse material and symbolic appropriations intertwine, involving forms of knowledge, know-how and know-how in their professions, suffering the premises of the change that led the man in his process of historical development, to modify himself, creating new forms and procedures of conduct, in order to lead himself to a new organization, more elaborate of his behavior, and thus produce himself as a conscious mediator of his social role and of significant importance in the education of children in daycare.