Dispositivos de mediação biográfica: a formação de jovens na educação profissional

Abstract

The (auto)biographical research is a field of study that presents epistemological specificities inherent to the use and valorization of biographical materials. In this regard, the listening context developed by Cunha (2014) is characterized as a biographic mediation device that enables both guided listening and observation of mental operations triggered by narrative of peers. The application of the listening context highlighted the need for a more thorough analysis of the methodological and pedagogical potential of this device. From this perspective, the aim of this research was to investigate the pedagogical and methodological potential of the listening context in reflection groups of biographic mediation. The theoretical framework was based especially on the studies by Delory-Momberger (2008; 2012; 2014), Josso (2010a; 2010b) and Passeggi (2008; 2010; 2011) on biographic workshops, life projects, research training and reflection groups. The methodological process was materialized through the Laboratory of Learning and Quality of Life – LLQLi, which consisted of a training course for 06 (six) students from the Secondary Integrated Technological Education Course in Informatics at the Federal Institute of Education, Science and Technology of Rio Grande do Norte – Campus Ipanguaçu. In LLQLi, qualitative data were obtained through the construction of listening contexts, life projects, hermeneutic frameworks and reflection syntheses composed and/or elaborated by the participants. The analyses were performed from the reconstruction of the path of one of the participants whose listening contexts are fully presented and problematized with the life projects, with the hermeneutic frameworks and with the reflection syntheses in comparison with the productions of the other five participants, which supported the thesis that the listening context is a biographic mediation device that contributes to the understanding of oneself and to the construction of future projects. The results show that the listening context enables the elaboration and expansion of references, the unification and integration of provisional constructions of oneself and one's own interests of knowledge and, consequently, of life projects, which allows the reflection and evolution of the thought about oneself, the other and the world. Ultimately, the listening context appears to be promising in different contexts of formal education and scientific research in different fields.