Elí Henn Fabris

Práticas de iniciação à docência: o diário de campo como instrumento para pensar a formação de professores

O artigo e resultado de um recorte da pesquisa de doutorado (OLIVEIRA, 2015) defendida no inicio de 2015 em articulacao com pesquisa desenvolvida (FABRIS, 2013-2016) em um programa de pos-graduacao em Educacao no Brasil. O estudo busca dar visibilidade a alguns elementos que compoe as praticas de iniciacao a docencia a partir do uso do diario de campo por um grupo de licenciandas em Pedagogia vinculadas ao primeiro programa brasileiro de bolsa de iniciacao a docencia (Pibid). Apoiado nos campos teoricos dos Estudos em Docencia e dos Estudos Foucaultianos e fazendo uso da ferramenta teorico-metodologica da subjetivacao como operador analitico, o exercicio recorreu a um conjunto de materiais produzidos por meio de um questionario semiestruturado e de diarios de campo produzidos pelos sujeitos pesquisados. Resultados indicam o diario de campo como um potente instrumento para a formacao de professores. Por meio de uma formacao alicercada nos fios constitutivos do saber, do poder e da etica, tal instrumento torna-se uma tecnologia humana produtiva de formas especificas e contingentes de subjetividades docentes.

Registro Docente Contemporâneo: infância e docência em tempos digitais

This paper aims to articulate the contemporary childhood with the practice of teaching record of pedagogical documentation. When approaching the contemporary children education and pointing out displacements in the child subjects’ ways of living, the paper problematizes the ways of being a student and a teacher in Child Education. We have also analyzed some Italian references addressing the pedagogical documentation approach, and we advocate the idea that this type of record evidences a gradual refinement in the ways of recording children’s actions, thus suggesting a digital, pointillist time permeated with fast ways of conveying information. A protagonist child and a teacher who organizes times and spaces have been evidenced in the Italian literature under analysis.

In/exclusão no currículo escolar: o que fazemos com os “incluídos”?

The article analyzes narratives of teachers of the initial classes of elementary education, showing how this group sees experiences of in-/exclusion in school. For this purpose I use concepts of inclusion and difference in tune with post-structuralist authors. When analysing the selected material — questionnaires answered by teachers —, I identify some meanings ascribed to experiences of in-/exclusion in this school, such as the recurrent complaint that teachers had not been properly prepared for inclusion, that experts were displaced from their roles and that it was diffi cult to identify situations of inclusion. I show how the concepts of inclusion and difference in the school take on different and complex contours, producing both inclusion and exclusion and the obliteration of differences. In the fi nal part I discuss different situations considered as situations of inclusion in this school, analyzing the answer that keeps astonishing us when we speak of those we regard as undesirable: What will we do with them? Key words: in-/exclusion, difference, school curriculum.