Desenvolvimento profissional docente de não-licenciadas(os) de um sertão do IFBA: rastreando possíveis condições de docência em ludicidade

Abstract

This research aims to understand how non-licensed teachers working in the Bachelor's Degree in Information Systems (BSI) at IFBA's SerTão Campus perceive their Professional Teaching Development (PTD), seeking evidence of possible conditions for a ludic teaching practice, inherent to professional life. The specific objectives are: i) to identify perceptions about PTD by exploring the personal and professional trajectories of becoming a teacher in the condition of non-licensed educators; ii) to analyze how the identity and professional careers of these educators have been formed within the specificity of the EBTT career (Teaching Career in Basic, Technical, and Technological Education); iii) to highlight conditions for ludic teaching and how it is anchored in Professional Teaching Development, based on these professionals’ conceptions of ludicity. The theoretical framework covers Professional Teaching Development – PTD (Marcelo Garcia, 1999; Day, 2001; Ferreira, 2014, 2020a, 2023); Vocational and Technological Education (Brazil, 2008; Ramos, 2014; Ciavatta, 2014; Frigotto, 2015); EBTT teaching careers (Pacheco, 2010; Moura, 2017; Machado, 2015); and Ludicity (Lopes, 2004, 2014; Luckesi, 2005, 2018; D’Ávila, 2014, 2022). The discussion of ludicity in teaching work was developed through epistemic dialogues with the concept of Experience, including: Optimal Experience (Csikszentmihalyi, 1999, 2020); the Being of Conscious Attention (Josso, 2006, 2007); Experience (Larrosa, 2022); and Inactivity/Contemplation (Han, 2023). These theoretical intersections guided the creation of the term Ludic Teaching. This qualitative research was grounded in phenomenological approaches and theoretical-methodological assumptions of (Auto)Biography (Delory-Momberger, 2008), within the life history approach to teacher education (Josso, 2004), developed through Research-formation processes. The research participants were nine (9) non-licensed teachers working in technological education at one of the campuses of the Federal Institute of Bahia (IFBA), metaphorically referred to as SerTão. The construction of self-narratives was supported by two formative tools: Interactive Interview (EI) (Ferreira; França, 2023) and the Biographical Project Workshop (BPW) (Delory-Momberger, 2009). The thesis was written in a multipaper format to organize the analyses. The results revealed that personal and professional aspects influenced the teachers’ entry into the profession; that the lack of pedagogical training led them to emulate "successful" teacher models; and that the EBTT career provokes conflicting feelings of satisfaction and discouragement. The formation of a professional teaching identity – highlighted as a key aspect of PTD – emerges amid belonging, misalignments, and unfinished processes due to the legal specificities of vocational education and the EBTT career. Regarding the potential for ludic teaching at IFBA, it is possible to highlight activities related to teaching itself, considering that the pluricurricular architecture and career structures impact the continuity of the ludic experience. In conclusion, based on the life stories in formation, the process fostered reflective sharing, protagonism, and deeper understandings of becoming a teacher, the development of teaching in vocational education, the identity crisis among teachers at IFBA, and the strengthening of a more sensitive dimension in technological education. Furthermore, since PTD and the phenomenon of ludicity are not typically conceived as subjective dimensions—which can deeply affect and transform personal and professional lives—this reinforces the thesis that, given the heterogeneity of the teaching staff, vocational and technological education at IFBA requires more sensitive formative investments, starting at the initial stage of a teaching career, without suppressing the possible conditions for ludic teaching.