Becoming a teacher: the Educating ordinary and extraordinary of professoralities in professional and technological education

Abstract

This paper updates the data from investigating processes conducted since 2013, in the In-service Teacher Education field at the EPT, Educação Profissional Tecnológica (Technological Professional Education), especially in a Instituto Federal de Educação (Federal School of Education). It embraces a discussion placed in the Philosophy of Language and of the Difference. The choice for this field is justified once it constitutes a scenario in which concepts and practices concerning Education and insertion of newcomer teachers are produced, considering the different epistemological, ontological and methodological displacements, bearing in mind the nature of the teachers’ admission and performance processes. The majority of those teachers does not have an educational degree, and become teachers through the practice of their profession. Thus, among the ordinary and the extraordinary of the teaching events in the EPT, drawing upon the listening process inserted in a derridarian autobiographical perspective, we mobilized a pedagogical dimension imbricated in those processes, proposing a deconstruction of the racionalistic logic assigned to the in-service Education. We, therefore, displaced the understanding of in-service as a simple status of those who are practicing their profession, in order to have them closer to the idea of the learning and Educating activity of professorality (the subjective ways of performing the teaching process). During the process, we mobilized methodological alternatives which transform the traditional pedagogical meetings into time-spaces of planning and Education, considering the narratives written by teachers, focusing especially on the newcomers’, as the main mechanism of curriculum production and management, as well as the problematization of the professional practice as an Educating geotemporality. Thus, we break with a teacher Education referenced in the pedagogical instrumentalization and certification, in order to observe the stream of authorship and invention in the production of each professorality.