Sentidos e reconhecimento de não saberes docentes: um estudo com professores que ensinam Língua Portuguesa

Abstract

This thesis has the general objective of understanding the meanings attributed by Portuguese Language teachers, without specific training, to the recognition of not knowing and how this recognition promoted reflective action in the training processes in order to impact the teaching performance. Thus, three specific objectives were listed: to know the meanings attributed by Portuguese Language teachers, without specific training, to the recognition of not knowing; to analyze how the recognition of not knowing promoted reflective action in the formative processes; to analyze the impacts of the recognition of non-knowledge and reflective action in teaching practice. In this perspective, a phenomenological research was carried out, with a qualitative, exploratory approach, defined as research-training. To build the data, the narratives produced in the Biographical Project Workshops (BPW) held in 2018 and in the reunion, held in january 2022, with the participation of three teachers working in the Final Years of Elementary School of the Municipal Education Network of Itapetinga were used. , who work or have worked with the subject of Portuguese and did not have specific training in the area of Literature. The data were described and organized into categories, with a view to providing an understanding of the whole, based on the technique of Discursive Textual Analysis (DTA), proposed by Moraes and Galiazzi (2016). The research revealed that not knowing walked side by side in the teachers' pedagogical work, always making a dialogue with knowledge. Reflection on the recognition of non-knowledge reverberates discourses about teaching a subject without specific training, revealing that a teacher's knowledge does not reside only in knowing how to apply theoretical or scientific knowledge, but knowing how to recognize what he does not know, in order to re-signify his practice and be able to change. The meaning given to recognition was related to the understanding of self-knowledge and we realized that not knowing is knowledge built within the scope of professional experience, in the context of teaching work, with a power capable of carrying the beauty of knowledge. Thus, through the teachers' narratives, it was possible to concentrate the senses and meanings of not knowing in two major aspects: the positivity and negativity of teaching in the Portuguese Language. In view of the above, we note the importance of establishing a craft made of knowledge, because it is from there that a critical and reflective teacher will be built in relation to his know-how to teach.