Media??o biogr?fica: propostas para a forma??o docente

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Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq
A disserta??o tomou como objeto de estudo a media??o biogr?fica, entendida como o acompanhamento de pessoas em forma??o que desenvolvem um trabalho biogr?fico sobre suas experi?ncias com a ajuda de um formador (PASSEGGI, 2007, 2011). A pesquisa foi realizada em um componente curricular do Curso de Forma??o Inicial e Continuada de professores da rede p?blica de ensino, oferecido pelo Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN/ Campus Ipangua?u), cujo p?blico alvo se caracterizava pela diversidade de experi?ncias de forma??o e profissionais. O objetivo geral ? investigar as potencialidades dos procedimentos e dispositivos utilizados para mediar a reflex?o sobre saberes necess?rios ? pr?tica docente, a partir da pr?pria experi?ncia (autobiogr?fica) e da experi?ncia do outro (heterobiogr?fica). Procurou-se responder ?s seguintes perguntas: como os professores em forma??o se relacionam com os saberes da experi?ncia? Que procedimentos e dispositivos contribuem para a forma??o docente nas tr?s dimens?es da media??o biogr?fica (inici?tica, mai?utica, hermen?utica)? Como oportunizar a autoforma??o e a heteroforma??o? Os princ?pios te?ricos e metodol?gicos da pesquisa inspiram-se nos pressupostos epistemol?gicos de estudos e pesquisas que colocam no centro da investiga??o e da forma??o a pessoa que se formar e postulam sua capacidade de reflex?o e de reinven??o de si (FREIRE, 1987, 1996, 2001, 2011; JOSSO, 2008, 2010, 2012; DELORY-MONBERGER, 2006, 2008, 2012; CHARLOT, 2000; CATANI, 2001; PASSEGGI, 2008; 2010; 2011; 2012). Foram selecionados entre os participantes do Curso, 06 (seis) professores, no exerc?cio da profiss?o, que participaram integralmente dos 7 (sete) encontros do m?dulo, durante os quais trabalharam sobre t?picos de estudos, relativos ao Curso; partilharam narrativas sobre suas experi?ncias de forma??o e desenvolveram uma escuta acompanhada das narrativas no grupo. O material emp?rico est? constitu?do pelas narrativas dos seis participantes e por quadros de escutas preenchidos por eles nos momentos de socializa??o das narrativas. As an?lises se realizaram seguindo tr?s eixos: a) o percurso do m?dulo e os procedimentos de media??o biogr?fica; b) as rela??es formador/professores nas tr?s dimens?es da media??o biogr?fica; c) o quadro de escuta como dispositivo de media??o biogr?fica. Conclui-se que os procedimentos e dispositivos utilizados possibilitaram aprendizagens espec?ficas que se constituem como insumos para as pr?ticas de forma??o inicial e continuada de professores, assim como para a forma??o do formador-pesquisador sobre o trabalho com narrativas autobiogr?ficas, possibilitando o coinvestimento dos participantes nos processos de autoforma??o e de heteroforma??o.
This work aims at studying the biographical mediation taken as the progress of people in formation process who develop a biographical work on their own experiences with the help of a former (PASSEGGI, 2006, 2011). The research was carried out on a curricular component from Curso de Forma??o Inicial e Continuada (initial and continuous process of formation of teachers) with teachers from public schools developed by Instituto Federal de Educa??o do Rio Grande do Norte (IFRN/ Ipangua?u). The target audience featured diversity of professionals and experiences of formation. The general objective studied the potentials of procedures and devices used to mediate the reflection about the necessary knowledge to teaching practice based on their own experiences (auto-biographical) and the experience from the others (hetero-biographical). The study tried to respond to the following questions: how do teachers in formation relate themselves to the knowledge from experience? What procedures and devices contribute on the teachers? formation on the three different dimensions of biographical mediation (initiatory, maieutic, hermeneutics)? How to provide the auto-formation and hetero-formation? The theories and methods of this work are based on studies and researches that place the person in formation in the center of investigation and formation and analyze their reflective, re-inventive and self-re-inventive capacity. (FREIRE, 1987, 1996, 2001, 2011; JOSSO, 2008, 2010, 2012; DELORY-MONBERGER, 2006, 2008, 2012; CHARLLOT, 2000; CATANI, 2001; PASSEGGI, 2008; 2010; 2011; 2012). We selected six teachers who participate entirely on the meetings of the program. They discussed on the study topics, shared narrations that integrate their formation and the themes related to the course. The empirical material is composed by the narrations of the six participants and hearing boards done by themselves at the moment of the narration sharing process. The analysis followed three steps: a) the path of the program and the procedures of biographical mediation; b) the relations former/teacher on the three dimensions of biographical mediation; c) the hearing board as a device of biographical mediation. We concluded that the procedures and devices used for biographical mediation made possible specific learnings that are sources for the practice of initial and continuous teachers? formation, as well as for the formation of the former-researcher about the work with autobiographical narrations. Thus, it allow the co-investment of participants into the process of auto-formation and hetero-formation.