Faces identitárias da mulher-professora: contribuições para a formação docente a partir da narrativa professoral feminina

Abstract

This work presents a research carried out on the identity faces of the woman-teacher and their contributions to teacher training based on female teacher narrative. The main objective was to understand the process of identity constitution of woman-teacher, in order to reveal her different faces registered in her memory, practices, challenges, subjectivities of life and profession under the prism of dimensions that constitute and that intertwine. For this route, this research followed the specific objectives: a) To discuss the context, scenarios and places of speech of women-teachers, in the condition of collaborating subjects research; b) Think on the feminization of teaching; c) Propose a training course focused on the female teacher, based on narratives investigated teachers. This is a research based on Cultural Studies, a qualitative nature, which had the school as its lócus, focusing on elementary school teachers from the public school. She told the narrative interview as a research tool to elucidate the female teacher memory. The theoretical framework covered the teaching study identity, teacher training, narrativea training instrument, women in education and database sources from the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira and technology in education. As a result, we point out: a) The reality in feminization in the first two stages of Basic Education, but without the same process in the higher positions of the educational career. b) Training based on the teacher narrative. c) The educational product built from the re-reading of investigated narratives, retold through the Storytelling technique and which generated two artifacts, podcast and animation, to compose the course “Woman-Teacher Formative Dialogues”, which aims to help trainers and teachers in the reflection on the feminine teaching identity. This course was applied in two scientific events, one at a regional level, spaces in which participants evidenced the relevance of identities in the research and registered in the product for teacher training.