Narrativas (auto)biográficas e desenvolvimentos curriculares com professoras/es de geografia

Abstract

The object of this dissertation is (auto)biographical narratives and curriculum development with geography teachers. The aim of this work was to reflect on my autobiography when I became a teacher of pedagogy, to construct a bibliographical survey of research that discusses curriculum development in Brazil and to investigate the elements and alternatives of curriculum development expressed in (auto)biographical narratives of geography teachers. The research falls within the framework of curriculum studies in education, inspired by the discussions of Pacheco and Sacristán, who examine curriculum developments. The analysis focused on five (auto)biographical narratives by geography teachers. These works were found on the basis of a previous study by Silva et al (2023), which consisted of a Systematic Literature Review, the aim of which was to map the (auto)biographical narratives of teachers from the Northeast on the basis of their undergraduate or postgraduate course completion work. In order to analyze these narratives, I adopted elements of methodological perspectives inspired by Elizeu Clementino's comprehensive-interpretive analysis, through reading in three stages. The central question guiding the investigation is: how does curriculum development appear in the experiences reported by geography teachers in their (auto)biographical narratives? The dissertation defends the (auto)biographical narrative following the order of the event rather than the revelation, highlighting the need for teachers to write down their memories of experiences in/for the educational field, in order to critically reflect on their personal, school and professional trajectory. She also argues that national scientific production in the field of curriculum development has been applied to different areas of knowledge, but it is still a field that has been little explored in relation to (auto)biographical narratives. The concepts of curriculum and curriculum development are experienced in the (auto)biographical narratives of teachers, the concepts only coexist if they are understood as complementary, thus legitimizing training processes in school or non-school contexts. The levels and phases of curriculum development forge pedagogical practices that are related to the curricula that geography teachers were subjected to during their schooling. The analyses presented here show that curricular developments have taught ways of being a student and a teacher, between what would or would not be "right" to follow in order to become a subversive student and a reflective teacher. The dissertation shows that the levels and phases of curricular development appear in (auto)biographical narratives even when they are not the focus of the research, and it also shows that when geography teachers consider the times of remembering, narrating and reflecting on what they have experienced, they do not identify curricular developments in their narratives, but they do recognize the curricula to which they have been subjected. We conclude that exploring the territory of curriculum development is important for thinking about and reflecting on how educational curricula and their levels and phases operate in the lives of students and teachers, taking shape through power-knowledge relations, whether they are oppressive forces or subversive modes of resistance in the schooling process and in the professional practice of geography teachers. These levels and phases are addressed in such a way as to constitute social actors and actresses who reproduce canonical moral values. I noticed through the narratives that teachers and students create escapes by resisting the ways in which the levels and phases of curriculum development have been operating in the field of geography