Tapeçaria textual em um universo de retas e curvas: um estudo (auto)biográfico

Abstract

This thesis was conducted with the central purpose of weaving a textual tapestry about the School of Science and Technology (ECT) at the Federal University of Rio Grande do Norte (UFRN), permeated by the complementarity of narrative (auto) biographical accounts, highlighting the historical and cultural significance of this educational space. The research reported here was constituted from the qualitative approach of González (2020), through a narrative investigation of (auto) biographical nature from Nóvoa and Finger (2010), Ferarroti (2010), Delory-Momberger (2011; 2012), Bruner (2002), Larossa (2002), Passeggi (2008); conducted under the guidance of the phenomenological-hermeneutic perspective of González (2021), Foucault (2005), González and Villegas (2009), Bicudo (1997; 1999; 2005) and MerleauPonty (1994). In the course of the research I resorted to three plots: testimonial (auto) biographical, bibliographical documentary and empirical, the latter composed of 36 (thirty-six) narrative interviews. By working with methodology and plots of this nature, I recognize the multifaceted and complex nature of social reality built by people who change and transform society. From the analysis of the (auto) biographical narrative reports, convergent markers of polyphonic regularities emerged, gathered in 5 (five) axes: a) ECT polyphonic in its trajectory; b) Between (threads) of the areas of knowledge; c) Spinning mathematical knowledge; d) Elaboration of the threads of teaching and; e) Undone (threads), knots (re)created. The set of narrative accounts, the sewing of the self and the polyphonic threads expressed in the axes, show the historical and cultural significance of ECT/UFRN, for their respective lives and for society in general, as an educational space, as a professional trainer and as a place for professional practice. Furthermore, the reports lead to reflections about the dialogues between the areas of knowledge within the School. From the textual tapestry about the School of Science and Technology, constituted in the course of the research, I hope to have contributed in some way to the reflections around the researches made within the qualitative approach, of narrative nature, enriching references that strengthen the use of (auto)biographical narrative accounts as a source and method of research with biographical subjects, who narrate and reflect about their educational institutions and their own educational experiences and thus collaborate with their perceptions for the processing of improvements in Brazilian education.