HISTÓRIAS DE CONSTITUIÇÃO E AMBIENTALIZAÇÃO DE PROFESSORES DE QUÍMICA EM RODAS DE FORMAÇÃO EM REDE: Colcha de Retalhos Tecida em Partilhas (d)e Narrativas. / Stories of Chemistry Teachers Constitution and Environmentalization in Wheels of Network Education: a Patchwork Quilt Made of Narratives.

Moacir Langoni de Souza

This Dissertation defends Wheels of Network Education as privileged spaces in the environmentalization of teachers who write, read, and tell their stories. Therefore, I bet on narrative and on the exercise of telling stories and sharing them in these Wheels. In the context of these stories, there are Science professors who work with interinstitutional projects in in-service education at three higher education institutions (PUCRS, Unijuí, and FURG). The analyses focus on narratives written by seniors who started pursuing a teaching degree in Chemistry at FURG in 2004. The corpus comprises twelve sets of fifteen narratives and parts of the apprenticeship reports which were written during the second semester in 2007 the Wheel of Apprenticeship V. Fragments of these narratives interweave with others which I and other professors wrote in the net, thus, composing stories that constitute and outline a Patchwork Quilt. It is in this process that all the net becomes explicit. Quilts pieces made of a diversity of patches. Many subjects stories, in a multiplicity of colors and textures, sewn together in search of balance to support the Dissertation. Fundamental terms such as teachers environmentalization and sharing are discussed in the chapters in order to defend the arguments from the perspective of the references I have selected. Some chapters address approaches which had been presented before so that certain aspects can be broadened and new ones can be introduced, e. g., the chapter about the History of the Chemistry course and the transformations that were suggested and supported in interinstitutional projects in the Net. This story is intertwined with the story of the Net, mainly regarding the movements of groups of Science teachers who have worked as partners in the development of interinstitutional projects of in-service education since the 80s. The analyses are based on: a) Discursive Textual Analysis (proposed by Moraes and Galiazzi, 2007) which aims at producing new understanding of what is narrated and bets on the emergence of categories in an interpretative movement with hermeneutical features; and b) narrative as a technique in phenomenological research, such as the approach proposed by Dutra (2002). Emergent categories, e. g., School time and lack of safety have impregnated five stories Quilt pieces which were told and comprised of an array of fragments/patches of narratives. On one hand, the memories of the event, the narratives of the Apprenticeship Reports and the notes of the meetings have effectively subsidized the text and supported dialogues; on the other hand, I have taken on the perspective of the fusion between History and fiction, as proposed by Paul Ricoeur, since the plot and the space-time of each story and its episodes were made up. My proposal is to tell a little bit of these stories, the ones that I wanted to tell and the ones that I could tell. This is the sentence that closes my Dissertation. It is a manifestation that announces. I believe that there are always other possibilities to place the patches, other designs to use for the Quilt. Since the harmony of the whole set is also established in relation to the Other whose look broadens these possibilities, this Dissertation is an invitation to share stories.

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