Identidades docentes do campo: histórias de vida de professores da Escola Família Agrícola “Zé de Deus” (COLINAS -TO)

Abstract

The present work sought to understand how the construction of the teaching identity in the "Zé de Deus" Agricultural Family School in the city of Colinas do Tocantins takes place. This work was supported by an interdisciplinary view of research, dialoguing with authors of Education, History, Geography and Sociology. The theoretical references that supported the research were constituted by Antônio Nóvoa and Maria da Conceição Moita who conceptualize and base the construction of the identity of the teacher in the practice of the teaching profession. In the process of narrative analysis, Paulo Freire's theoretical contribution was fundamental for the understanding of dialogical education, the essence of the "cultural synthesis" and the knowledge necessary for educational practice. The perspective of Stuart Hall's cultural studies was also important in problematizing that identities are socially constructed, that is, influenced by the cultural belonging of the individual. Based on a qualitative research based on oral history of life, four teachers and two teachers were interviewed to understand the process of constructing their teaching identities in the EFA "Zé de Deus". Three categories of analysis emerged from the narratives, namely: Sense attributed to being a teacher in the EFA "Zé de Deus"; Space and Place in the Teachers' Identity Formations; and "Cultural Synthesis": Dialogue Education in EFA "Zé de Deus". The results pointed to the fact that teachers and teachers of the EFA attributed different meanings to their performances in the school, but they demonstrated to have a common goal that is to transform the life of the students. It was also observed that the "place" of professional activity is linked to the identities of "being a teacher" and that in the "Zé de Deus" agricultural family School there are ways to dialogue between the school cultures and the students, which teachers interviewed a willingness to remain in the educational context of the EFA.