O ofício de ser professor de licenciatura a partir das narrativas de histórias de vida

Abstract

This work aims to investigate how personal and educational experiences of teachers of licentiate degree courses influence in their teaching practice. The theoretical framework is mainly guided by the studies of Masetto, (2012); Pimenta and Anastasiou, (2005); Tardif, (2012); and Zabalza (2004). This qualitative research was based on the theoretical and methodological assumptions of Oral History of Life, having as an analytical perspective the studies of Fonseca (1997) and Lodi (2010) on the narratives of life stories. The survey of the empirical material was made through a questionnaire to characterize the subjects of the research and interview structured in two themes: personal training, career, professional development, and teaching practices. We count on the participation of seven regular teachers, from 2009 to 2013,working in Biological Sciences, Physics, Mathematics and Chemistry courses of the Federal University of Triângulo Mineiro. Results showed that most teachers participated in programs and scientific initiation projects in their academic career, had professional experience in high school and teach from three to eight years in higher education. Despite the frequency in courses and continuing education activities with an emphasis on teaching are low they participate in extension projects, orient final graduation projects and exert some kind of administrative activity. Narratives confirm that the socio-cultural environment and the experiences lived in educational and professional history reference the teaching practices that throughout their career are expanded and restructured by the opportunities for continuing education and encouragement and appreciation of the teachers in the institution in which they work. We conclude that for performing well their labor of being a teacher it is necessary to invest in a training of quality providing opportunities for the development of various knowledge that include teaching, not only in the graduation stage, but also mainly at the time of professional practice. We believe that the narratives of life stories allow an extremely pedagogical reflection on teaching practice, for their conceptions of being a teacher and working can be seen in them.