FROM THE ACADEMIC JOURNEY TO THE SCHOOL FLOOR: MEMORIES AND REFLECTIONS OF TEACHER EDUCATION GRADUATES

Abstract

This article analyzed the memories of twelve graduates from a Teaching Licentiate degree program at a Federal Institute (IF) located in the countryside of Rio Grande do Sul, investigating the impact of these recollections on the constitution of their teaching identities. The study is linked to research developed within the Mnemosine Research Group and guided by a qualitative approach, using Thematic Oral History and Content Analysis as its methodological framework. The theoretical framework was anchored in the concepts of memory and social identity by Pollak (1992), oral history by Meihy and Holanda (2015), epistemology of educational memory by Ferreira (2015), the articulation between memory and project by Ciavatta (2005), and social frameworks of memory by Halbwachs (2006). The results revealed that positive memories are concentrated on the practical experience provided by supervised internships and institutional programs (PIBID and Pedagogical Residency), as well as on the strengthening of bonds of cooperation and affection within the academic environment. On the other hand, negative memories unveiled didactic-pedagogical fractures in the practice of some teacher educators, anxiety generated by highly abstract courses, and the impacts of emergency remote teaching. The graduates' suggestions call for greater humanization of teaching and curricular flexibility. It is concluded that the act of remembering acts as a work of memory framing (POLLAK, 1992), in which graduates reframe the challenges faced to project a teaching praxis grounded in empathy, welcoming, and student agency (CIAVATTA, 2005).