A relação do docente com o saber: sentidos atribuídos aos referenciais curriculares e ao ensinar no cotidiano da escola pública

Abstract

In the teaching scenario, many are the reflections and debates around curricular referents and their displacements for the learning and teaching processes on school context. Before that, the aim of this research consisted on understanding the senses assigned by teachers to curricular referents and to teaching, in the perspective of the relation between teacher and knowledge. The theoretical-methodological contributions that sustained, essentially, the paths of this investigation were based on the contribution of the relationship with knowledge notion, developed by Charlot (2000, 2001, 2005, 2012, 2013) talking to Freire (1993, 1996, 2005), Nóvoa (1992, 1995), Sacristán (2013, 2017), Stecanela (2010, 2016, 2018) and others. It is a qualitative methodology, anchored on Pais’ (2003, 2017) everyday sociology. The empirical interlocutors were 109 Portuguese Language teachers of Elementary School final years, working on public schools of the municipal education network of Caxias do Sul. For data construction, three procedures were used: semi structured research instrument, knowledge balance and Focal Group. From these, teacher’s narratives emerged, which were analyzed and interpreted according to Discursive Text Analysis by Moraes and Galiazzi (2007). From the narrative deciphering process, six themes aroused: a) Teacher and education: a heart that beats; b) Teacher and education: a fearful heart; c) The relationship between teacher and teaching: the passion for teaching and learning; d) The relationship between teacher and continuing education; e) The relationship between the teacher and curricular referents: from possibilities to challenges; and f) Tuning voices and resignifying narratives. The research results evidenced that the senses assigned to curricular referents entwine the relations that the teacher establish with him or herself, with the other and with the world. Thus, in the perspective of the relation with the knowledge, it was understood that the senses attributed by the teachers to curricular referents cannot be understood on their own, since they merge with emotions, with displacements that move them to teach, with continuing learning, to curriculum and classroom practices.