Saberes em movimento: a tessitura complexa emergente de práticas de professores do Ensino Superior

Abstract

This study shows one possibility of interpretation of the phenomenon knowledge construction of Portuguese Language and Linguistics professors in a Language and Literature Degree course. The research, which was performed in the Applied Linguistics field, aims to describe and interpret the phenomenon under investigation, based on the question: what is the nature of the construction of knowledge of Portuguese Language and Linguistics professors of a Language and Literature Degree course? Literature about the teaching knowledge has revealed that it emerges from a variety of sources: scientific, pedagogic and experienced and, when this knowledge is re-signified on a teaching daily basis, it provides support to pedagogical practice. Taking that into account, this study investigates the knowledge construction of three professors, under the Epistemology of Complexity, which is understood as an interweaving process. In such process, construction and reconstruction of knowledge happen in a mutual, antagonistic and complementary way, mediated by the relation of individuals and phenomena, from a local and global context. To this end, it is based on the Epistemology of Complexity (MORIN, 2007, 2011, 2014a, 2014b, 2015b), teacher development and education (CONTRERAS, 2002, SCHÖN, 1983, 2000; FREIRE, P.,1987; MORAES, 2008; FREIRE e LEFFA, 2013), teaching knowledge (TARDIF, 2011; GAUTHIER, 2013; PIMENTA, 2012) and complex lessons for education (MORIN, 2007). The nature of the research is qualitative-interpretative and guided by the complex hermeneutic-phenomenological approach in which human experience phenomena are interpreted in order to comprehend their essence. The texts that were interpreted emerged from experiences lived by three professors and the researcher. The research instruments were: class observation, field diary, shared reflections, hermeneutic conversation and life history. They were textualized and two of them were chosen for the thematization. From these ones, the essence of the phenomenon was revealed through the following complex hermeneutic-phenomenological themes: planning, experience, interaction and quest. In accord with the assumptions of this thesis, the interpretative reading of the professors’ knowledge construction corresponds to a complex interweaving, based on antagonistic and complementary relations, which are constructed and reconstructed on a personal and professional daily basis aiming to connect and reconnect the subjects to the local and global ecology