O currer das vidas secas ao ensino superior - PARFOR: narrativas autobiográficas intergeracionais

Abstract

This article draws on inclusion process in the higher education to the countryside students that had the experience of child labour culture in Northern Ceará. The objectives of this study are: to identify and analyze the impact of current teacher training policies in the semi-arid region, especially in northern Ceará, where Vale do Acaraú State University (UVA) and National Plan for Elementary Education Teacher Formation - PARFOR - is present. Also, this study aims to describe (auto)biographical (MOMBERGER, 2008); (PASSEGGI, 2011) narratives of the PARFOR attendees and their families, comparing changes and permanences through childhood (ARIÉS, 1981); (ARROYO, 2015) and the personal and educational formative processes, between three generations: children, parents and grandparents. We understand that autobiographical research with undergraduates provides the access to powerful knowledge as a mindset about their world, their family, their personal and academic formation, building a new curriculum that consider the currere (PINAR, 2006) for life, and made them able to transform barren lives in dignified lives aimed by the access to knowledge and professionalism, which is provided by PARFOR - as a public policy to get into higher education.