Aprendizagens autobiográficas: pesquisa-ação-formação com professoras do atendimento educacional hospitalar e domiciliar

Abstract

The home and hospital education service (HHES) aims to ensure the schooling progress for students who are not able to attend school due to their illness condition. As initial training has rarely contemplated the demands of the teaching activity exercising at the HHES, this gap requires a continuing formation which considers the complexity of these context characteristics, including legal regulations. Beginning with the hypothesis that people developed specific knowledge to their activities in this context, the present research has the continuing formation of the HHES teachers as its theme and a continuing training course as an investigation locus, course developed in cooperation with the State Department of Education, Culture, Sport and Leisure of RN and the Federal University of Rio Grande do Norte, in 2019, based on the perspective of actionformation research (PINEAU, 2005; PASSEGGI, 2016). The objective was to investigate the autobiographical learnings developed by 08 (eight) course teachers throughout their lives and systematized orally and in writing during formation. The theoretical framework is based on the principles of the (auto)biographical approaches in education (DELORY-MOMBERGER, 2012, 2016; PASSEGGI 2006, 2011, 2014, 2016, 2020, 2021; ALHEIT E DAUSSIEN, 2006; SOUZA, 2014; PINEAU, 2004, 2005; JOSSO, 2010); narrativist psychology (BRUNER, 1997, 2014; BROCKMEIER; HARRÉ, 2003); teacher’s formation (NÓVOA, 1999, 2002, 2009 e FREIRE, 1996, 2005, 2015); educational service and its legal frameworks (BRASIL, 1996). The corpus consists of documentary sources, oral narratives of the teachers which were obtained through episodic interviews (FLICK, 2009) and written narratives in the expanded and published abstracts form (SEMINÁRIO REGIONAL SOBRE ATENDIMENTO EDUCACIONAL HOSPITALAR, 2019). To analyze the data, we adopted thematic analysis (JOVCHELOVITCH; BAUER, 2002) and meta-interpretation (PASSEGGI et al., 2017). In the teachers' narratives, we identified that autobiographical learnings focus on four themes: 1) death, losses, mourning and finitude; 2) know-how at the HHES, whose main elements are listening, recognizing the student in its entirety, dialogicity between education and health and critical reflection on teaching practice; 3) the recognition of the teachers’ ability to form themselves in the self-educational and hetero-formative, emancipatory, action, reflection and (re)signification and autopoietic dimensions; and 4) the teaching practice in the dimensions of care, affection with the student in a situation of illness and of the school curriculum at the HHES – sensitive, interdisciplinary and flexible. We defend the thesis the autobiographical learnings consciousness is built through an action-formation research, which promotes reflection on practice, in a dialectical movement among doing, reflecting and acting (actionreflection-action) at the HHES. We recognize that teachers are formed throughout life and in all aspects of life, they have an autobiographical capital and access it through research on their doing, the action of narrating generates self(hetero)formation. In summary, it is through action-formation research that teachers systematize their experiences and appropriate their autobiographical learnings.