Nada sobre nós, sem mim: tessituras e circularidades formativas na ambiência educacional do Instituto de Educação Gastão Guimarães

Abstract

Research on education and its formative elements has been widely explored in scientific and academic investigations, both in Brazil and abroad. Revisiting the historical context and the formative environment of teacher education at the Gastão Guimarães Institute of Education (IEGG) allows me to contextualize the Normal School within the educational landscape in which it was situated. The general objective of this study is to understand the relationship established between the knowledge and formative circulations of IEGG normal-school graduates from the 1990s and their teaching practices in basic education. In addition, the specific objectives were to identify the constitutive elements of the processes of self-, hetero-, and eco-formation of teachers educated at the IEGG; to analyze how this knowledge contributes to the construction of teaching identity and professionality; and to identify the relevance of the formative marks and textures achieved by IEGG normalists and how they intersect with educational practices in basic education. To develop this study, a qualitative methodology was adopted, grounded in a (auto)biographical narrative approach based on a research–action– training perspective, using narrative interviews as research devices. For the analysis of the data produced, the comprehensive–interpretative analysis method proposed by Paul Ricoeur (1976) and Pineau (2004) was employed. The study is anchored in the contributions of Nóvoa (1991), Pimenta (1997), Souza (2009), Gatti (2010), Freire (2016), Silva (2019), among other theorists with equivalent contributions to this field. Thus, by including myself as part of the research, I revealed everyday situations—both personal and professional—and shared reflections drawn from (auto)biographical narratives in the field of education, highlighting the formative trajectory, the construction of identity, and teaching professionality within the IEGG environment, as well as the knowledge developed at this institution and its interface with the processes of self-, eco-, and hetero-formation in inhabiting the teaching profession.