Metamorfose de uma professora ecologista: diálogos cotidianos que revelam “artes de fazer”

Abstract

This dissertation aims to narrate processes of metamorphosis experienced by a teacher-researcher-conversator, in the constitution of herself, based on insights and reflections experienced when she entered the master's degree in Education at the Federal University of Triângulo Mineiro, in the year 2021. On this occasion, the researcher intended to narrate the transformations in her practices during the pandemic period (2020), however, during the readings of the authors linked to the Ecologist Perspective on Education, the researcher realized that the transformation was not an object outside itself, but she herself had been transformed when analyzing her practices and envisioning her “arts of doing” (Certeau, 1994). Qualitative in nature, this research seeks to contribute to (auto)biographical research with elements of fictional narrative and biography (Reigota, 2008). When interpreting experiences, the narrative gains its polyphonic dimension as the researcher organizes her thinking in cycles of (self)formation, because as she practices reflection to narrate, she narrates to reflect (Corrêa et al, 2023). Based on the adventure of undressing and critical reflection on her actions, the teacher-researcher-conversator seeks to narrate the spaces that fill her and identify her in the web of subjectivity. When reflecting on everyday life, I understood that my training as an educator is not limited to formal courses. To improve my practice, I started to analyze it in the context of my daily life, recognizing mistakes and successes and learning from them. Thus, I became a teacher-researcher-conversator, witnessing my own metamorphosis. The vision expanded by ecology was not restricted only to the analysis of practices during the Pandemic; I realized that I myself was in constant transformation. The perspective of Reigota (2008) and Certeau (1994) was crucial, leading me to understand that, more than reflecting on my practices, it was essential to understand who I became through them. I understood that, in addition to being guided by a curriculum, we form our conceptions of existence and ways of life that transcend the limits of school.