Eu, um jardim em construção: uma pesquisa narrativa sobre as histórias que me constituem

Abstract

This is a Narrative Inquiry (CLANDININ; CONNELLY, 2000, 2011, 2015; CLANDININ, 2013) in which I have as a general aim to understand narratively how I have become a teacher. Constructed from the metaphor of a garden, my research begins with two narratives The teacher's seed and The pharmacist's seed, which gave rise to my research puzzle: how did my desire to be a teacher come about? How have I been becoming a teacher over time? Am I a pharmacist or am I a teacher? Do I need to stop being a pharmacist to be a teacher? How can I be a teacher and a pharmacist at the same time? My specific goals are (a) to identify my conceptions of being a teacher; (b) to investigate how the experiences lived in the landscapes of pharmacist and teacher shaped my practical-professional knowledge and (c) to discuss my experiences of being a teacher in technical education. My stories of being a student, being a teacher and wanting to become a teacher made up my autobiographical investigation plot and led me to the theme of my research: the stories to live by, a narrative term to understand professional identities (CLANDININ; CONNELLY, 1995). I used flower names to fictionalize landscapes and characters from the stories I lived as a pharmacist, student and teacher. For the composition of the field texts, I collected the experiences I had from the following research instruments: memory boxes, photographs from my personal archive, recorded during the execution of activities at the Rosas Amarelas School and photographs of my childhood. During this research, while I narrated my stories, I composed meanings about the experiences from the perspective of Ely, Vinz, Anzul and Downing (2005). The narratives about my experiences led me to discuss the following themes: the notion of experience (DEWEY, 1979); the participation of women and men in Brazilian teaching (VIANNA, 2016); the conceptions about professionalization and teaching professionalism (LUCKESI, 1994; PIMENTA, 1999; RAMALHO et al., 2004; TARDIF, 2005; ROLDÃO, 2005; NÓVOA, 2017); the construction of my practical-professional knowledge (CLANDININ; CONNELLY, 1984; 1988); the profile of high school technical education teachers in Brazil (MACHADO, 2015); my conceptions of evaluation (LUCKESI, 2005); and the teacher-tutor identity (COLMANETTI, 2016; SILVA, 2018; CAVALCANTE FILHO, 2020). My stories led me to understand that I have become a teacher in and through the experiences I lived in my school life, during my graduation in Pharmacy, during my graduation in Languages and in the landscapes of my practical-personal knowledge; that as a pharmacist I mobilize the knowledge built in the degree and that, like a garden, I am an unfinished, procedural, multiple, unstable, diverse and cyclical landscape.