Cartografia da atividade de trabalho docente: invenção / formação em meio às nervuras do real

Abstract

The present paper aims to analyze, under the activity perspective, the continuous formation practices adopted by a municipal school in Belo Horizonte, on the State of Minas Gerais, Brazil. Facing the increase of value and expansion of the inventive process generated by workers on school routine tasks, and taking them as formative, the research takes hold of Cartography as an apprehension strategy of the dramatiqué which forms reality. The ergologie approach, as one of our most important theoretical- methodological references, defends the comprehension of the human as a living being in constant movement, active. At each elicitation of the environment, the human being puts at risk values, its knowledge, on the construction of new alternatives. Our defense flows to legitimate the knowledge constructed by workers, over a reality transformation perspective. The dynamism of the living, when encounters eco, catches people, on a, by excellence, formation process. We dived on the school routine searching for these inventive movements which emerge from the collision between norms and values. With this, we intend to emphasize such potency as formative element and transformer of educational practices. We visited the docent activity and found resistance, dramas and values guiding possible choices. A rich and inventive process. The human being invents the world and itself by living, and on this process it builds history and knowledge. Such ethic perspective calls us to work on defense of a continuous, permanent and non- continuous formation, as many governmental programs determine, selling knowledge on subsequent steps, with unreachable complexity. Continuous, for it follows the movement of the being, of permanent creation of new possibilities. The paper brings the school, its knowledge and values, almost with its sound and smell, revealing the formative strength of the work activity.