Name: Madson Moura Batista
Type: MSc dissertation
Publication date: 09/10/2020
Advisor:

Namesort descending Role
Felipe Quintão de Almeida Advisor *

Examining board:

Namesort descending Role
Felipe Quintão de Almeida Advisor *
Ivan Marcelo Gomes External Examiner *
Ubirajara de Oliveira Internal Examiner *

Summary: In 1990 I started my professional life in public education. The objective of this dissertation is, at first, to scan, systematize and select the most relevant of my journey as a teacher at school, offering an account of this formative and professional trajectory with the purpose of demonstrating how my way of seeing the world reverberated in my do pedagogical and vice versa. The relevance and the consequence of my trajectory, in this sense, is that it serves so that this intellectual and practical experience is not lost in my individuality as a professorresearcher, who is close to his retirement. I hope that the reflection on my professional history can contribute, even if timidly, so that other professionals can rethink their practices by learning from my successes and mistakes and that, in some way, they can recreate and rework their own pedagogical interventions. This is an autobiographical research that analyzes the memory and records accumulated over the 30 years of my professional life, especially the last 24 years at her current school, EMEF “Eliane Rodrigues dos Santos” (ERS), in which there are a greater number of significant pedagogical experiences and systematized materials, productions and documents. The method used is the dialectic that establishes the relationship between the particular and the universal, which understands man as a historical being situated in a given society with relations of his own production, which situates human activity in its class relations, which understands human subjectivity inseparable from intersubjectivity. Analyzes the object in its multiple determinations, understanding its movement, its relation with the totality and its contradictions. My inspiring sources that have remained more constant and supported my school day were Marxism-Leninism, critical historical pedagogy, cultural psychology, the works of the intellectual “Mauri de Carvalho” and the “Collective of Authors”. When I said I would do an autobiography, a friend told me: the problem with autobiographical studies is that they are flawed, because events are diminished by the author's modesty, or on the contrary, they are overrated by his narcissism. I don't know how I got through this definition of a winding road. My potential readers will be able to better judge my endeavor. In my opinion, I tried to be as faithful as possible to my memories, but it can also be flaws. However, the fact of being an “archivist” allowed me to maintain a mnemonic function, that is, to be able to look, also, at what the memory forgets and perceive successes, errors and mistakes. The most interesting thing about this research is that it points to new challenges and it was they that moved me my whole life. I know that my contribution to the greater struggle of the workers is negligible, but I will never cross my arms and hope, finally, that they will only recognize me in a single characteristic, not be indifferent to the world around me!

Keywords: School physical education. Autobiography. Historical-critical pedagogy.

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