Tecendo saberes ancestrais pelas raízes amazônicas: uma narrativa (auto)biográfica de vida e docência

Abstract

This study is part of the Postgraduate Program in Education at the Federal University of Amazonas, within research line 2 – Education, Interculturality and Human Development in the Amazon. It emerges from the problem of the scarcity of teaching materials in Physical Education classes and, in this sense, the central question of the research is: how can the (auto)biographical narrative of being a teacher in the Amazonian context, in the construction of teaching materials originating from nature, contribute to the formation of teacher identity? In this vein, the objective of this research is to understand the (auto)biographical narrative in the course of life history and training in the investigative field, as well as in the process of teacher constitution in the lived context, focusing on the construction of playful pedagogical material originating from the Amazonian biome from the perspective of cultural and ecological sustainability. This research is based on the theoretical frameworks of Bourdieu (1983-2011), Bispo dos Santos (2023), Krenak (2022), Nóvoa (1995), Pimenta and Ghedin (2002), Josso (2004), Dominicé (1988), Passeggi (2011), Souza (2004), Moreira (2016), Daolio (2007), among other renowned theorists who encompass this reflection. It is a descriptive and exploratory study with a qualitative approach, revealing life experiences and events in the formation of teacher identity, using the (auto)biographical approach as a research and training tool, employing the "self-inventory" technique. As a result, we highlight that life narrative and teaching through (auto)biography emerge not as separate elements, but as intertwined threads that, together, form the basis upon which being a teacher is constituted and continually reinvented. The teacher's trajectory, with her experiences, values, and knowledge, functions as a foundation that informs and gives meaning to her pedagogical praxis, in which she constructs materials with raw materials from the forest. The narratives describe the experiences lived and shared in the life and teaching journey of the teacher/researcher, given the impressive value of the pedagogical materials produced from Amazonian resources for Physical Education in the multiple connections established within the school context. These materials emerge from the culture of the Amazonian peoples, from the knowledge of the forest, in the recovery of traditions carried by our ancestors, in a movement to remember the history of life and teaching woven into the social relations experienced in the educational field, in the very community to which I belonged, in the production of the teaching profession in Physical Education.