Histórias de vida e formação : o desenvolvimento profissional de formadores de professores na interface com os programas PIBID e PRP na UFES
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Data
2025-10-24
Autores
Santos, Claudení Marques
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Universidade Federal do Espírito Santo
Resumo
Based on an epistemic-methodological perspective of biographical research in education, conducted through life stories, this thesis investigated the life trajectories and professional preparation of Natural Sciences teacher educators (undergraduate degrees in Biological Sciences, Physics, and Chemistry) involved in the PIBID and PRP programs at UFES, seeking to understand the meanings attributed to these experiences in relation to their professional development. To achieve this goal, three specific objectives guided the study: i) to (re)tell and interpret the life trajectories and formation of teacher educators, valuing their experiences and examining the construction of their teaching identities throughout this process; ii) to understand the conceptions of teacher education sustained in their work in higher education, as well as in their interface with the PIBID and PRP programs; and iii) to analyze the implications of the experiences in the PIBID and PRP programs for their professional development. The study was conducted through individual biographical interviews with three teacher educators – identified as Vicente, Maria, and Isaque – whose narratives were analyzed using biograms, critical incidents, and a narrative analysis of their life stories, grounded in Ricoeur’s hermeneutics. Thus, the study sought to understand how formative experiences were re-appropriated across their life paths and within the context of their participation in the programs.The (re)telling of these stories revealed that experiences from primary school onward contributed to the construction of the educators’ personal identities as “good students” and, later, their professional identities as “teacher educators.” Through their engagement in higher education, the teacher-narrators developed critical and reflective understandings of the teacher education process in undergraduate programs – conceived as comprehensive training that integrates conceptual, pedagogical, and human dimensions – as well as of their own formation and their role as teacher educators within the programs. The experiences in the PIBID and PRP programs were conceived as processes of self-formation or biographical learning, articulating formal and informal dimensions with social, cultural, and historical contexts. Each trajectory proved unique, but all indicated that professional development extends beyond the institutional sphere, configuring itself also as a personal and situated process. Finally, the narratives of Vicente, Maria, and Isaque highlight not only individual journeys but also represent the emergence of a new generation of higher education teacher educators in Brazil. We conclude that the pedagogical preparation of teacher educators working in teaching and education is a sine qua non condition for consolidating university teaching practices aimed at the training of future Natural Sciences teachers in undergraduate programs
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Histórias de Vida , Formadores de professores , Docência no ensino superior , Desenvolvimento profissional , PIBID , PRP , Life stories , Teacher trainers , Teaching in higher education , Professional development