Um mundo além da escola: trânsitos culturais, histórias de vida e saberes de professores

Abstract

This article presents reflections resulting from the postdoctoral research that aimed to (re) know formative processes and cultural practices, both school and non-school, that have produced throughout the life the professional knowledge of elementary  and middle school teachers in the public schools of Presidente Prudente, SP, as a condition for the exercise of the teaching profession in the perspective of a quality public school and for all. Here we present an excerpt highlighting the role attributed to the cultural transits that these teachers experienced throughout their lives and that formed them the teachers they are. It is inscribed in the perspective of narrative research, seeks to (re) constitute the life stories of six teachers through narrative interviews and takes as a theoretical basis, in addition to studies referring to the professional knowledge of teachers, the concept of “learning places” from Ellsworth (2005). From the teachers' life stories, the school appears as a privileged place for the socialization of professional knowledge arising from their own experience in the different spaces of the school. However, cultural transits make up significantly the knowledge (of experience) that sustains the pedagogical practices of these teachers.