Narrativas de professores sobre a docência em uma escola de ensino fundamental.

Abstract

This dissertation has as it mainly problem to analyze how a group of teachers that works with the final years of Elementary School, in a public school, in the interior of Rio Grande do Sul, narrates its teaching constitution starting from the experiential knowledge. The methodological strategy aims to analyze the narratives of eight teachers through a discussion group, created to produce the data of this study and carried out in six meetings. This research is characterized as a case of a qualitative study. As conceptual tools, to operate in the analysis of the empirical material, the following authors were used: the concept of narratives from Jorge Bondía Larrosa; the experiential knowledge in Maurice Tardif, Claude Lessard and Jorge Bondía Larrosa; the problematization of teaching from António Nóvoa, Bernardete Gatti, Elí Terezinha Henn Fabris, Alfredo Veiga-Neto and others. The research data points to the predominance of the following statements: 1) reality and the constitution of teaching; and 2) discipline, vocation and challenges of teaching. From the study, it can be seen that these statements isn’t new and neither specific to the teachers of this group, but it is part of recurrent narratives in contemporaneity. However, some statements point to the invention of this teacher, such as the intensification of the teaching function and the priority in conducting the students' behavior in the processes of socialization from the teaching workfocused on "reality".