Narrativa, testemunho e memória do CCIUFPA: uma formação para identidade e profissionalidade docente

Abstract

With the purpose of writing a narrative about the Science Club of the Federal University of Pará (CCIUFPA) that is linked to the Institute of Mathematics and Scientific Education. Because it is a Club formally linked to teacher training programs and scientific initiation that transcends the physical space where it is located, experiences and learns from the most varied domains of knowledge throughout its history, it becomes a dense source of formative experiences for Brazil. In the North Region it was the first point of research to improve the teaching of Science and Mathematics. It is the space of reconnection between the teacherresearcher subject with the opportunity to do science with pleasure, sharing and passion. As a narrative researcher, I assume the place of witness to embrace a set of experiences that are the basis of the training carried out in this space. To this end, I sought in the authors JeanPhilippe Pierron, Martins Júnior, Edgar Morin, Jacques Le Goff, Diniz-Pereira, Antônio Nóvoa, Clandinin and Connelly, Gonçalves, Moraes and Galiazzi among others, the arguments to talk about testimony, narrative and memory that make history and science, as well as, in works produced about the CCIUFPA I sought clues for the construction of the present narrative. To compose the corpus of the research, in addition to documents, I counted on eight testimonies of teachers who made a training trajectory there, which were obtained by a Memory activator device (DAM). In the treatment and analysis of the information obtained I made use of the IRAMUTEQ software associated with Discursive Textual Analysis (DTA), listing emerging categories (Vortices I, II and III) from which it was made explicit that personal involvement, protagonism in learning, democratic environment and learning to do by doing, emerged as formative principles that were maintained over time, constituting a model of integral formation that enables the teacher to understand his identity and his practice in a dynamic that drives him to broaden his consciousness, his worldview and his practical and evaluative actions, elevating himself, the teachers, the CCIUFPA itself and the Brazilian Amazon. Such arguments make me defend the thesis that the systemic look based on testimonies registers, as a spiral, the evolutionary movement of formation, identity and teaching professionality undertaken at CCIUFPA, expressing formative principles of teachers to teach Sciences in contemporary times.