Relatos (auto)biográficos na perspectiva educacional: vivências pessoais e seus impactos na formação do professor sob a perspectiva de uma recém docente que se descobriu educadora de maneira inesperada.
Data
2023-07-10
Autores
Santos, Vitória Cristina Ferreira 
Orientadores
Rosalen, Marilena Aparecida de Souza
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
É de conhecimento social o quanto as experiências pessoais podem moldar as perspectivas dos seres humanos, não em um âmbito determinista, mas no aspecto de que elas contribuem para a visão que dado indivíduo tem do mundo. Assim, o indivíduo desenvolve uma linguagem de leitura e significado conforme suas vivências para o presente e para o futuro. No âmbito da formação docente não é diferente, já que, o professor enquanto ser social também está aberto a experienciar a vida e aprender com ela, conhecer seus aspectos negativos e positivos e, com isso, se construir como educador muito antes de se definir dessa forma. O ser professor é um processo contínuo de estruturação, que pode ter iniciado muito cedo em uma experiência significativa no Ensino Básico, da qual se guarda lembranças, ou em algum momento de impacto pessoal que revela a importância da Educação para a sociedade e os prejuízos da sua inexistência ou déficit. No presente trabalho, têm-se o intuito de instigar a reflexão a partir das vivências pessoais da autora e o quanto elas foram importantes em sua construção como docente. Para isso, buscou-se partindo de um viés mais restrito para uma perspectiva mais ampla, tendo como seguimento a construção do ser educador e sua ação no mundo. Com base no relato autobiográfico, busca-se elucidar a relevância da autorreflexão para as escolhas pessoais e profissionais, bem como, o quanto essa ação pode influenciar a afinidade com certas áreas de pesquisa. Em suma, no âmbito acadêmico, tal viés de pesquisa tem crescido e se mostrado relevante quanto à formação dos profissionais educadores.
It is social knowledge how many personal experiences can shape the perspectives of human beings, not by a particular bias, but by the aspect that they contribute to the vision that a given individual has of the world. Thus, the individual develops a language of reading and meaning according to its experiences for the present and the future. In the context of teacher training, it is not different, since the teacher as a social being is also open to experiencing life and learning from it, knowing its negative and positive aspects and, in this way, building himself as an educator long before defining himself in this way form. Being a teacher is a continuous process of structuring, which may have started very early in a significant experience in Basic Education, of which one keeps memories, or in some moment of personal impact that reveals the importance of Education for society and the prejudices of its absence or deficit. In the present work, the aim is to instigate reflection on these experiences and how important they are from the autobiographical account. Thus making the path from a more restricted bias to a broader one, the crucial point being the individual perspective and the starting from that, following the construction of being an educator and his action in the world. From this, we seek to elucidate the relevance of self-reflection for personal and professional choices, as well as how much this action can influence the affinity with certain areas of research. In short, in the academic field, this research bias has grown and proved to be relevant in terms of the training of professional educators.
It is social knowledge how many personal experiences can shape the perspectives of human beings, not by a particular bias, but by the aspect that they contribute to the vision that a given individual has of the world. Thus, the individual develops a language of reading and meaning according to its experiences for the present and the future. In the context of teacher training, it is not different, since the teacher as a social being is also open to experiencing life and learning from it, knowing its negative and positive aspects and, in this way, building himself as an educator long before defining himself in this way form. Being a teacher is a continuous process of structuring, which may have started very early in a significant experience in Basic Education, of which one keeps memories, or in some moment of personal impact that reveals the importance of Education for society and the prejudices of its absence or deficit. In the present work, the aim is to instigate reflection on these experiences and how important they are from the autobiographical account. Thus making the path from a more restricted bias to a broader one, the crucial point being the individual perspective and the starting from that, following the construction of being an educator and his action in the world. From this, we seek to elucidate the relevance of self-reflection for personal and professional choices, as well as how much this action can influence the affinity with certain areas of research. In short, in the academic field, this research bias has grown and proved to be relevant in terms of the training of professional educators.
Descrição
Citação
SANTOS, Vitória C.F. Relatos (auto)biográficos na perspectiva educacional: vivências pessoais e seus impactos na formação do professor sob a perspectiva de uma recém docente que se descobriu educadora de maneira inesperada. 2023. 41 f. Trabalho de conclusão de curso (Licenciatura em Ciências) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2023.