O cotidiano da formação de professores/as da Campanha de Pé no Chão Também se Aprende a Ler

Abstract

The following work was born in the context of academic Works and discussions that I have joined in the “Núcleo de História e Memória da Educação de Jovens e Adultos do Rio Grande do Norte” (NUHMEJA-RN). In this research, I aim understand how was the everyday teacher training in the Campaign “De Pé no Chão Também Se Aprende a Ler” (1961-1964). Based on studies with daily life and in the epistemology of complexity the research with the daily training of teachers of the campaign was held proposing visualize its complexity and multidimensionality, in dialogue with the current discussions about teacher training. Therefore this could happen I also used studies about memory and narrative. The methodological approach of this research was conducted through interviews with teachers of the Campaign. Their narratives were intertwined to memory discussions, because I understand that at the time of reconstitution of narrated memories of teachers the everyday training of the teacher during the Campaign “De Pé no Chão Também Se Aprende a Ler” it was reconstituted. The multiplicity of formative spacestime; the power relations that guided the offer and participation of the teachers in in continuing education courses inside the Campaign; a complex of theories underlying the training of teachers in the Campaign; the existence of two groups of teachers with diferente experiences and training contexts, which echoed in the daily training practices and contributed to visualize the relationships of power / knowledge that guided these practices; monitoring carried out by the “CFP” team, through planning and work units, revealing continuing education and control of teachers at work; the not passivity of teachers, making other use of what was proposed to them; the proposition and execution of training practices that sought to integrate the political and pedagogical were perceived in the narratives and discussed in this study. I understand this study as a contribution to reflect about the teacher training education nowadays.