Saberes e identidades docentes no desafio pré universitário popular

Abstract

In this dissertation, the objective was to investigate how the teaching knowledge of teachers is acquired, and what is their relationship in the construction of their professional teaching identities from their participation as extensionists of the Desafio Pré-Universitário Popular project. We sought to understand, within the context, the factors and relationships established with the teaching knowledge of the teachers of the Desafio, as well as to analyze the construction of the teaching identity and the contributions of the project. For this study, qualitative field research was used, using Thematic Analysis (BRAUN; CLARKE, 2006) as a methodology, having as context the extension project Desafio Pré-Universitário Popular, from the Federal University of Pelotas. Eleven professors of the project were interviewed. The theoretical foundation was based on the authors Thum (2000), Pereira (2007) and Silva (2017) on popular courses for admission to Higher Education; Freire (2016; 2017; 2021a; 2021b) principles of popular education; and Tardif (2014) as the main reference on teaching knowledge and teaching identity. The Thematic Analysis methodology allowed the definition of two main themes: teaching knowledge and teaching identities, having as their codes being a teacher; understanding of teaching knowledge in the Desafio; teaching knowledge constructed, acquired or mobilized in the performance of the Desafio; contributions of the Desafio to the development of the teaching professional identity. The analysis of these data showed that Desafio is a space for the integral formation of teachers, which allows teachers to acquire, build, mobilize and feed back different knowledge in their pedagogical practice, and that based on their lifes history, it is evidence a identity still under construtction, that interwine with models of teaching identity.