A experiência e o trabalho na (auto)formação de educadoras do Colégio Tiradentes da Brigada Militar de Santa Maria.

Abstract

This work aims to identify how the (self) training experiences contributes in the teaching work, in the Tiradentes School of the Military Brigade of Santa Maria. As specific objectives, there is the identification and analysis of which are the experiences that are most significant for the educators in their (self) training trajectory for the teaching work; the investigation, through the (self) narratives of the educators of the Tiradentes School of the Military Brigade of Santa Maria - RS, the senses elaborated by them on their experiences for the teaching work. The methodology used is characterized as a qualitative type with emphasis on the case studies. Triviños (1987) mentions different forms of this methodology and, among them, is the life history, which is the focus of this thesis. Among the theoretical-methodological references that supported the investigative process are: Josso (2006), Nóvoa (1999), Schwartz (2016), Triviños (2015), Passeggi (2006), Souza (2006), Tardif (2002/2005) and Thompson (1981). The subjects of the research were seven educators of the Tiradentes School of the Military Brigade of Santa Maria, aged between 25 and 54 years. As instruments of data collection, it was used: memorials, field diary, observations and semi-structured interviews. The data were analyzed through the analysis of content in the theoretical perspective of the method of historical and dialectical materialism. The results showed that the significant experiences reveal that the education is understood as a process of (self) transformation of the social reality in which the educators are inserted. In this context, to the educators, the experiences are intimately connected to the emotions, which is developed by the refection of their own daily teaching methodology that will become the (self) training process.