Abstract

CHALUH, Laura Noemi. Formação e alteridade: pesquisa na e com a escola. ETD [online]. 2008, vol.10, n.01, pp.248-249. ISSN 1676-2592.

This study shows the experience of my development as a researcher when I decided to carry out an inquiry in a Municipal Elementary School, "Escola Padre Francisco Silva”, in Campinas-SP, in the period 2003-2005. During this period, I attended two spacetimes of collective thinking, the Collective Teacher Workshop (TDC) and the Literacy and Initial Reading Instruction Reflection Group (GA), formed by teachers of the first initial series and the School Board. My presence in the school had the objective to understand how teachers recreated the public policy of education, trying to understand the different senses that it assumed in those spacetimes and also how those groups were formed and the different possibilities of developing a collective work. The classroom was also a privileged place of experience since I collaborated with the pedagogical work of two teachers with their students. In that context it was possible to problematize a number of aspects that as a whole offer a kaleidoscopic glance of public school. That glance allowed me to accompany: the process of constitution of the group of teachers who taking conscience of the contradictions brought into school promoted a series of actions from the collective work; the emphasis on spoken and written word when it is assumed by the professors and students for emancipation; the problematization of homogeneity and equality; the acceptance and the hospitality in school; the glance of the professor-researcher and the senses of evaluation, among others. Upon entering and living the school, in the encounter with the others, I was moved to think about my own education and constitution as a researcher. In that sense, I was led to inquire about my enunciative place and my subjectivity in the process of the research construction as well as to question the simultaneity of occupied places (no-places), granting other meanings to the presence of a researcher at the school. This work presents meetings and encounters with the teachers and carries the mark of the bakhtinian thought - mainly the concepts of alterity and dialogue - fundamental instances of the process of development for both teachers, and for me as a researcher. Education is understood, in this study, as a relation of provoke-action in which the other seems to untie different and diverse formative processes. The prospect research built from this job, "research in and with the school" is underpinned by three aspects - research-alterity-formation - that tells about the potentiality of research in relation with the educational process: the encounter school-university, the dialogue and the collaboration. My experience as a researcher, who at the same time investigates, learns and is constituted jointly with the teachers, is shown in narrative form, making clear the importance of the recovery of collective stories built at the school, and knowing that other new stories will be produced beyond the senses produced in this work.

Keywords : Teacher Education; Alterity; Educational Research; Collective Work; Elementary School; Narrative.

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