Narrativas docentes e o cotidiano escolar no ciclo da infância na EMEF Guido Lermen.

Abstract

The proposal of this investigation is to have a discussion about the routine of school children in the first grades (called First Cycle – Childhood Cycle) at Escola Municipal de Ensino Fundamental Guido Lermen, situated in Bairro Centenário in Lajeado, RS. This discussion is based on the spontaneous writing of teachers in their diaries and the objective is to understand how teachers´ narratives about school life constitute the routine of children from 6 to 8 years old. The study has its basis in the principles of auto-organization and recursion in order to approach the knowledge in the complexity of constituting a temporal meeting point between children and adults who live within the same school environment: time and space which are arranged by the reign of the actions described and intensively lived by both groups. Thus, an interlocution among Edgar Morin, Miguel Arroyo e Paul Ricoeur is established to reach close relationship with complexity, school life and teacher´s narratives. Morin allows us to understand how we get knowledge and how we live in a complex world at a time also complex that complexes life through the narratives that people arrange to deal with the history that those narratives compile. Arroyo contributes in the approach to deal with time lived in schools - even though this is not considered as a groundwork of the school organization itself- and how the images are constituted by the teaching body and how it is constituted by them. Ricoeur proposes that the intrinsic relation in one´s narrative/discourse like a path to reflect upon life and time. The stories/narratives about school routine constitute the methodology of investigation so the teachers” writings in diaries in the First Cycle and documents and records as the Project of Pedagogical Policy and the minutes from pedagogical meetings were studied. The reflection on the teacher´s narratives allows reaching the routine of that school characterized by re- configuration of processes, processes of constitution of school routine through the time narrated and processes of constitution of the childhood. It was found that those processes are not constituted in an isolated form. They have intrinsic relations among them as well as relations to childhood as the time or the first learning acts, the enchantment with details and with the small experiences, all from an adult perspective, but for the child those configure small/huge experiences in learning the school life routine which compose the human stage. Therefore teachers’ narratives re-configure the childhood time lived here and now.