No banco da canoa, nas correntezas do Solimões: travessias que nos (re)fazem professoras e professores em territórios líquidos do interior do Amazonas

Abstract

This thesis is part of the Postgraduate Program in Education in the Amazon (EDUCANORTE), Manaus-AM hub. The object of the research was the identity constitution of three female teachers and two male teachers who work in riverside schools in the Vila Arixi and Vila Cuia communities, located in the municipality of Anamã, in the state of Amazonas/Brazil. The research process was based on the following question: from the perspective of the reflective teacher in contemporary times, how do teachers (re)construct their identity processes and how do they recognize themselves as professionals in the educational context of the riverside communities of Anamã, in the interior of Amazonas? To this end, we sought to understand how teachers (re)construct their identity processes and how they recognize themselves as professionals in the educational context in which they find themselves. In the investigative process, we used (auto)biographical narrative research as a method and as a technique, within a qualitative approach. As a method, we problematized the narrative as an alternative way of investigating the educational field from a decolonial perspective, which privileges the perspective of the subject/teacher in the course of the investigation, to the detriment of the investigator's view, whose argument is supported by Belmira Bueno, Elizeu Clementino de Souza, Mariana Meireles, Maria Passeggi, Delory-Momberger, Franco Ferrarotti, António Nóvoa and others. As a technique, we adopted the procedures of the Narrative Interview, from the perspective of Jovchelovitch and Bauer. In the process of interpreting the narratives, we used Paul Ricoeur's Critical Hermeneutics. In the theoretical framework, we make an interlocution with authors who address the issue of identity in the contemporary context, supporting the argument in the ideas of Anthony Giddens, Antônio Ciampa, Kathryn Woodward, Tomaz T. da Silva, Stuart Hall, Zygmunt Bauman, among others. We also address language as a social practice, through which people construct their identity processes, whose argument is supported by the ideas of Mikhail Bakhtin, Émile Benveniste, Moita Lopes, Tomaz T. da Silva, Eni Orlandi and others. In relation to the specificity of teacher identity, we engage in a dialog with the ideas of Carlos Marcelo, António Nóvoa, Selma G. Pimenta and others. To discuss the constitution of identity from the perspective of the reflective teacher, based on the idea that teachers permanently (re)construct their identity based on the reflection they make on themselves and their practice, thinking about their life and work context, we brought in authors such as Carlos Libâneo, Evandro Ghedin, Isabel Alarcão and others. The interpretations of the narratives revealed that the identities of the teachers are (re)constructed by articulating and mobilizing experiences and knowledge from their personal and professional lives in/through language, with reference to the riverside communities where they live, work and work, immersed in a network of relationships/broken/(re)connected bonds that they have created/create with their peers, students and the community, so that being a teacher goes through a process of constant (re)signification, through a reflective process, resulting in the way each one recognizes themselves, carries out their work and projects themselves for the future.