Os caminhos da memória, da história e do esquecimento na formação de professores da infância

Abstract

This research investigates the paths of memory, history and forgetting in the training of childhood teachers. The study is linked to the line of research of Teacher training, teaching, educational processes and practices of the Graduate Program in Education at the Federal University of Pelotas. The theme is built from a combination of two aspects: the teacher-researcher’s concerns and the studies of Paul Ricoeur’s writings (1913-2005). Its main objective is to identify how the paths of memory, history and forgetting comprise the teaching trajectory of childhood teachers, in order to perceive the fabric that holds the personal and professional dimensions, expressing their meaning insofar as subjectivity recognizes its experience (or circumvents itself). The following question is presented as a research problem: To what extent does narrativity contribute as a strategy to access the paths of memory, history and forgetting followed by childhood teachers in their professorality? As a qualitative methodological investigation which follows the understandings of the reconstructive hermeneutics, the research used an exploratory questionnaire and conversation circles as gateways to the narratives of the research subjects - childhood teachers from the field of Early Childhood Education. The comprehensive horizon of the teachers' accounts indicates that their narratives reverberate in the recognition of oneself and the other in their relationships in the institutions. Furthermore, the research shows that the comprehensive encounter with oneself (and the world), the narrativity of childhood and the synchronicity between memories and teaching are paths that permeate professorality and have repercussions on the training of childhood teachers. In addition, these paths strengthen the fabric that holds personal and professional dimensions, recognizing the meaning of life experiences and their potential for the perception of the other. This formative fabric vibrates as the multiplicity of voices is welcomed in the narratives about our historicity. Therefore, recognizing these dimensions is one of the challenges to make professorality a distinct path to each subject.