Formação continuada de professores como espaço de construção de saberes docentes sobre os direitos humanos por meio de narrativas

Abstract

This research aims to analyze, through narratives, the trajectory of three public school teachers in continued teacher education process events about Literacy and Human Rights Education. It is characterized as a qualitative and interpretive study in the field of indisciplinary Applied Linguistics (MOITA LOPES, 2006). In this study, I seek to create intelligibility on issues that involve language use and marginalized people, such as black, LGBTQI+, poor and indigenous students. In addition to indisciplinary Applied Linguistics, this research is also affiliated with studies on the continued teacher education area (MASTRELLA-DE-ANDRADE, 2020; SILVA, 2020; SÜSSEKIND E COUBE, 2020), literacy in a decolonial perspective (STREET, 2014; COLLINS, 2015; MIGNOLO, 2017; BERNARDINO-COSTA, MALDONADO-TORRES, GROSFOGUEL, 2019; SILVA, 2019;) and narratives in teacher education (BARCELOS, 2006; 2020; BAMBERG; GEORGAKOPOULOU, 2008; DE FINA, 2015; CADILHE , 2020; GOMES, 2020). Narratives were used as a data generating instrument and also as a device for epistemic reflection. Data generation took place through the recording of eighteen continued teacher education events, in which I analyzed the narratives that were made by teachers during the meetings. In addition to the narratives, I also used field notes performed during the process of data generation and analyzed the literacy projects created by the teachers who participated in this research. The data analyzed indicate that human rights are not considered during the teaching and learning processes and, as a result, schools reproduce the coloniality of Being, Knowledge and Power (MALDONADO-TORRES, 2019). In relation to the teachers' trajectory in the meetings, it was possible to observe the importance of the meetings for the teachers as a space of a dialogue, collective construction of knowledge, and professional development. I also highlight the role of narratives as a device for epistemic reflection in teacher education contexts.