Pesquisa-vida-formação e cartografia de afetos no território da Coordenação Pedagógica: diálogos entrecruzados de um diário tese.
Resumo
In this text, you will find a doctoral thesis anchored in the principles of
(auto)biographical approach, as it takes place in/with the itinerancy experienced
as Pedagogical Coordinator and researcher in Basic Education. Like this,
The objectives proposed here are to understand how the
Pedagogical Coordinator gives shape to her experiences and meaning to the profession,
in the relationship with what circumscribes the existential territory it inhabits, what are the
legal protections, duties, working conditions and training processes that
give new meaning to their place in the profession. Path that directed studies and
reflections on the field of affections that permeate this entire process of taking
of position and construction of a place for oneself in the Pedagogical Coordination.
Therefore, a life-training research is assumed, based on the contributions
methodological theorists by Sicard Nakayama and Brito (2020), Delory-Momberger
(2006), Josso (2002, 2010), Souza (2014), Barbosa (2000), Kastrup (2009) and
Freire (1997), in which the method of Cartography of the human and narrative is combined
(auto)biographical, in order to follow the processes, learn about the experiences
in its creative dimension for the resignification of oneself, both with the group of
Pedagogical Coordinators participating in an extension course promoted
in favor of research, which was consolidated by uniting the university and the school,
as well as an interweaving of the researcher's own experience in life
working as Pedagogical Coordinator. This movement of investigation into
that research is carried out with others and not about them, led to an analysis
interpretative- comprehensive in the light of Souza (2014), giving new meaning to the entire
process experienced in itself and in research, a movement that also directed the
exercise attentive listening based on Passeggi (2018), recording the entire
itinerancy of life intertwined with research in a diary in which listening and
writing of oneself and/with the other, opened trails, new routes to understand what
circumscribes this professional and academic existential territory lived with the
Pedagogical Coordination. The fabrics that were intertwined in the research, in the
life and training of all Pedagogical Coordinators involved
culminated in the considerations present in this thesis as a movement of
transformation and creation of new positions in this territory of
Pedagogical Coordination.
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