A linha e o linho: significações de professoras alfabetizadoras sobre a rede de experiência e sua relação com a formação

Abstract

This dissertation investigated the production of meanings of literacy teachers on the formative moment called the Network of Experience, in the context of the National Literacy Program in the Right Age. In this sense, based on a qualitative approach, in a dialogue with the theoretical-methodological perspective of the Network of Meanings of the author Rossetti-Ferreira (2004), we sought to analyze the meanings that literacy teachers attribute to their formative experiences, considering the context, interactions and placements related to the Experience Network. Among the theorists who inspired this investigation is Larossa (2002), who contributed to think about education based on experience and meaning; as well as Josso (2004), who discusses formative experiences and their unfolding in self-transformation. The data production was sewn and processed in a network composed of semiotic elements - contexts, interactions and discursive practices, through recorded and semi-structured interviews, with the participation of five literacy teachers from the basic education of the municipality of Serrinha-BA. These data were interpreted from the multiple temporal dimensions, processes and interactive contexts related to Redsig: what happened, lived, and reflected, in a horizon of shifts of knowledge and actions, opening up cracks for new teaching experiences. The interactions forged from the formative moment of the Experiential Network made it possible to understand tensions in relation to the im-possibilities of teaching, thus giving rise to other ways and ways of teaching. The tensions and border zones that separate the orientations of the Program and the different possibilities of teaching make it possible to see that the teachers are transformed and self-formed from the practices of subjectivation that are triggered in the contexts of formation and teaching practice. Such teachers, while silencing, refusing, or even circumventing vertical orientation, demand a space for listening, exchanging and sharing experiences that in fact recognizes the autonomy, singularities and subjectivities inherent to the teaching profession