Os laços e os nós na constituição do ser docente de química

Abstract

The work developed was anchored in the epistemological perspective of qualitative autobiographical research. The dissertation was structured in narratives in the form of letters. Facing the research question: How does experiencing different places constitute being a chemistry teacher? Thus, I sought as a general objective to understand how the different existential ties contributed to the construction of the chemistry teacher that I am. To clarify the research question, I also formulated two specific objectives. The first was to establish relationships between the different places that contributed to the formation of the Chemistry teacher. And the second, to explain the bonds created and untied in the constitution of the chemistry professor. Throughout the work, the Intimate Diary was created and from it a second text entitled Biographical Body. Subsequently, both were reread and organized in narratives in the form of letters taking into account the inducing questions "What experiences marked my intellectual and professional life?" "What did these experiences do to me?" and "What do I do now with what it did to me?" (PASSEGGI, 2011). Josso's (2006) metaphor of the sailor's knot used as a self-analysis methodology clarified that the ties and nodes in my school itinerary were transgenerational, kinship, alliance, generational, religious and professional ties linked to us of the following type: Gordian, spine, left and coullant. To narrate these ties and we need to take the opportunity to fulfill the historical task of transforming myself through writing. And, to say, here I am embedded in the narrative. It also made it possible to accept that the professional choice at the beginning of the training was an act of unconsciousness that, in the course of school, became conscious. In addition, the experiences that constituted my teaching identity come from basic education, from teaching projects and study groups in higher education, places that led me to a teaching identity that practices a critical-progressive pedagogy of an emancipatory and liberating character. Throwing myself into the water to do this research required me to take on autobiographical paradigms. And assume your rhythm, which is what life imposes on me. As it is not possible to narrate in the rhythm of life, it took a little bit of fiction to tell episodes of reality. The future project is to commit myself to sensitive listening and writing throughout my school career, as they inserted me in this work and closer to the things of life and profession.