Abstract:
The article presents a study conducted with educators who work in vocational training courses of basic level, offered by the Fundação de Apoio à Escola Técnica (Faetec) of Rio de Janeiro. It aims to understand experiences regarding life trajectories, training and teaching work, and to propose theoretical approaches between the field of (auto)biographical approach and the Theory of Social Representations (TSR). The research was developed in two units of Faetec with oriented narratives of four instructors, two of each unit. The material was analyzed based on the scenic understanding, focusing on multiple scenes of daily work routine described by the narrators throughout the interviews /conversations. In the life trajectories of the interviewed instructors, it can firstly be noted the centrality of performing in their specific professional areas: manicurist, hairdresser, seamstress and safety technician. In a second stage, their performance focuses on teaching. The narratives denote the daily construction of knowledge, a process involving formal and informal learning in their life trajectories. The results reinforce the possibility of approaches between the (auto)biographical narratives and the TSR for the understanding of teaching at Faetec. Listening to teachers, through narratives that may reveal group identities, leverages advances in researches both in the area of TSR as in (auto)biographical studies.
Keywords:
narratives of life; teach work; social representations