Docências em perspectivas: memórias, histórias e vivências formativas em redes colaborativas

Abstract

The Alumni School, part of the Higher Normal School at the Amazonas State University, began its activities in 2021, bringing together freshmen, upperclassmen, and alumni from the teacher-training programs for educational initiatives on important topics, notably public policy, inclusive education, human rights education, social vulnerability, and socio-environmental issues. Over the past five years, we have sought to integrate teaching, research, and community outreach. Through a partnership between undergraduate and graduate programs, we have facilitated integration seminars for undergraduate and master’s students; mini-courses; film forums; workshops; lectures; pedagogical interventions; research; presentations of papers at scientific and sociocultural events; and the publication of a collective work, among other initiatives. Currently, as a continuation of this initiative, we are carrying out various research and outreach activities, both within and outside the university, through the projects “Welcoming and Educating in/for Diversity,” dedicated to migrants, refugees, and people in recovery from substance use disorder; “Lenses and Knowledge: Laboratory for Training and Production of Educational Resources for Children in Manaus,” bringing together faculty and academic researchers in Early Childhood Education; Student Councils, School Bands, and Marching Bands as Mediators of Heritage Education, organizing exchanges between the student movements of public schools and the university; “Academic and Teaching Literacy in Initial Teacher Education,” guiding and supporting student-generated work. In this regard, the project “Academic and Teaching Literacy in Initial Teacher Education” aims to promote academic and scientific works that present experiences, as well as reflections by teachers and scholars, inspired by research and extension interventions, particularly those carried out with children, youth, and adults in contexts of social vulnerability. This work, titled “Teaching in Perspective: Memories, Stories, and Formative Experiences in Collaborative Networks,” brings together works by the team from the School of Alumni and members of the Cienciarte extension program, fulfilling the project’s fundamental objective, which is to promote and support scientific dissemination. The works presented here reveal different ways of experiencing, interpreting, and recounting the paths taken at the university, in schools, and in the communities with which the scholars engage in dialogue throughout their educational journeys. Each page bears traces of experiences shaped by the interplay between research, outreach, art, and teaching, highlighting that teacher training is also shaped by sensitivity, listening, imagination, and aesthetic creation. By integrating different forms of expression, this book recognizes the power of multimodality as a means of producing knowledge and expanding possibilities for expression. The texts engage in dialogue with images, photographs, poems, and visual compositions that not only illustrate experiences, but also generate meanings, memories, and reflections on the processes of human and professional development. More than just an academic record, this publication constitutes a mosaic of expressions that bear witness to the transformative potential of education when linked to research, outreach, and diverse forms of language and creativity. Compiling this work means valuing the plurality of voices and languages present in professional education, as well as recognizing the involvement of students, advisors, and communities that contributed to its creation. In the first part, we present eleven works, divided into prose and poetry produced during workshops, mini-courses, film forums, and educational interventions with people in socially vulnerable situations. The second part brings together four collective projects, in which ten authors address socio-environmental issues through visual arts, poems, visual poetry, and artistic photography. This phase of collaborative activities was guided by Professor Leandro Dutra, from the Bachelor’s program in Biological Sciences and coordinator of the CienciArte Extension Program, to whom we extend our gratitude for this partnership. We hope this book inspires new paths of education, creation, and research, reaffirming the university as a space for the production of knowledge, art, sensitivity, and social commitment. We hope that you, the reader, will have an excellent interactive experience with this work, which flowed so spontaneously from our daily lives and seeks to convey multiple perceptions, experiences, concerns, and discussions regarding teacher education, informed by inclusive education in contexts of social vulnerability, human rights education, and socio-environmental issues.