Studying to be happy: semiotic analisys of oral reports from teachers licensed in distance learning modality

Abstract

This paper analyses life and formation narratives from teachers finishng their undergraduation degree in Mathematics offered in a distance learning modality at a institution of public-private nature in Tocantins. The data were generated in interviews throughout 2012 with five newly qualified teachers who found in the distance course the possibility of reconciliation between their education and professional practice. In data generation, we mobilized guidelines brought by the methodology of oral history, which starts from the perspective that the unique and private histories dialogues specifically with the plural and collective history, and thus the experience reports of these teachers could contribute to understand issues more widely experienced in education in the context of the practices of the North of the country. For analysis of the narratives we use discursive base of semiotics, more specifically we use the foundations related to what this theory refers to as syntax narrative level. By reiterations that emerge from the reports, we identified common trajectories, which often will serve to characterize teachers as submitted to a historical order. We also discussed the issue of memory as construction of meaning to experiences that keep tone. Away from the illusion of truth as to what is said, what is sought is an understanding for what it says about the living as well as the expectations and hopes made in the present.