Experivivências (auto)etnográficas no estágio como pesquisa nos anos iniciais do ensino fundamental: perspectivas teórico-práticas performativas

• Published in: Educação on-line Vol. 19; no. 47; p. e24194707
• Main Authors: Silva Nascimento, Bruno, Souza de Jesus Silva, Maria Jeane, Silva Nascimento Soares, Eugênia, Stéffany da Silva Alves, Jamilly, De Fátima Pereira Carvalho, Maria, Texeira da Silva, Priscila
• Format: Journal Article
• Language: Portuguese
• Published: 16-10-2024
• ISSN: 1809-3760; 1809-3760
• DOI: 10.36556/eol.v19i47.1643

O objetivo da narrativa em tela é relatar experivivências (auto)etnográficas no estágio como pesquisa III – nos anos iniciais do ensino fundamental da rede pública municipal em Guanambi – BA, amparado em teorias e práticas performativas. Nesse sentido, destaca-se a importância dessa etapa para a (trans)formação do pensamento crítico e reflexivo de praxiologias no âmbito escola/universidade. A intervenção teórica se alicerça em concepções mais recentes relacionadas aos saberes docentes, experivivências, formação profissional e ontoepistemologias críticas. É sob o prisma da promoção da justiça e da equidade social que essa narrativa respira ares de mudança a partir da  seguinte inquietação: Como a visão apresentada neste trabalho no âmbito do estágio contribui para o campo da educação, ao destacar a importância das teorias e práticas performativas na formação e atuação dos profissionais da área? Metodologicamente, ancora-se nos estudos sobre autoetnografia/autocrítica reflexiva (Takaki, 2020), que possibilita uma ampla diversidade de perspectivas e insights na esfera da pesquisa qualitativa. Em síntese, o presente estudo revelou/revela a necessidade de focalizarmos a formação continuada de professores, visando a uma atualização pedagógica mais significativa, que implica no desenvolvimento de habilidades socioemocionais e conhecimento das melhores práticas educativas possíveis. Abstract This narrative aims to report (auto)ethnographic experiences in internship as research III course, in elementary school early years in municipal public school system in Guanambi - BA, grounded on theories and performative practices. The study highlights the importance of this stage for the (trans)formation of critical and reflective thought regarding praxiologies in the school/university. The theoretical intervention is based on more recent concepts related to teaching knowledge, experivivences, professional training, and critical onto-epistemologies. Under the guise of promoting justice and social equity, this narrative breathes airs of change from the following inquiry: How does the vision presented in this study within the internship contribute to the field of education, by highlighting the importance of theories and performative practices in the training and work of professionals in the area? Methodologically, it is anchored in studies on autoethnography/reflective self-criticism (Takaki, 2020), which enables a wide diversity of perspectives and insights within the sphere of qualitative research. In summary, the study has revealed the need to focus on the continuous teacher training, aiming to a more meaningful pedagogical update that implies the development of socioemotional skills and knowledge of the best possible educational practices.
The purpose of this paper is to report on our (auto)ethnographic Experivivencie  during the traineeship as Research III – at Basic Education at the  municipal public school, Guanambi – Bahia state, based on theories and performative practices. Our conception emphasizes the significance of this stage for our (trans)formation as future educators. First of all, we will present our intentional considerations regarding the purpose of this reporting. Subsequently, we will bring forth insights from theorists such as Pimenta and Lima (2006), deal with the different perspectives on teacher education and teaching, Tardif (2002) argues issues related to teacher knowledges  and professional development and Freire (2013), emphasizing of promoting critical and reflective thinking in students, among others. After the event, we will share impressions of our praxiologies within the school/university context, and finally, we will comment on our final remarks. The presence of these discourses and representations led/lead us to reflect critically on our Experivivencie during/after the traineeship as Research III – at Basic Education  (EF) (and beyond). That revealed/reveals the need to focus on teacher education for a more significant updated educational which involves socioemotional development skills and knowledge of the best possible educational practices.