Análise semiótica de narrativas de mulheres - professoras - aposentadas do norte do Tocantins:

Abstract

This thesis analyzes the life stories and formation of retired female teachers residing in Tocantins. It’s an interdisciplinary study guided by Oral History, Discursive Semiotics, and studies on women's history. The objective was to investigate the life histories of retired teachers who worked in the northern part of Tocantins in order to record their academic and teaching experiences, as well as retirement, as their stories contribute to the educational history of the region. We interviewed ten retired female teachers, six of whom worked in the municipality of Araguatins and four in Araguaína. The fact that we developed an interdisciplinary study allowed us to understand memory in its various meanings, the transformations experienced by female teacher subjects in relation to other subjects and objects. We adopted the semi-structured interview as a data production instrument, using two resources: audio and video-audio. Considering that the generative path of meaning allows us to identify the relationship between subjects and between subjects and objects (BERTRAND, 2003, p. 286), and their transformations implied by lived events, we related the structuring categories of the interviews to the semiotic categories of competence, performance, and sanction, to compose the analysis sections. For the analysis, we intertwined the life stories of the narrators, considering the regularities and singularities present in the narratives that reveal the retired female teachers as

either the creators of their own destinies or as manipulated subjects who were led to a being- doing aiming at a doing-being (GREIMAS; COURTÈS, 2008, p. 300). We also present the

process of competency and performance in the light of the narrative syntax that inscribes each of the retired female teachers as subjects of "knowing-doing" and "being-doing" (GREIMAS; COURTÉS, 2008, p. 74-77; 362-363), and the "absolute of competence", and sanction (GREIMAS; COURTÉS, 2008, p. 426), from the perspective of the syntax of the canonical narrative path. The analyses are permeated with meanings constructed from what we also constitute as female teacher-researchers and which, often, we identify and/or see reflected in what the narrators stated. To do so, we rely on studies on memory in Agostinho (2015), Benjamin (2012), Bosi (2003), Gagnebin (2009), Portelli (2016), Ramos Jr. (2011, 2016, 2019, 2020), Ricoeur (2007), Silva (2016, 2019, 2021) and Thompson (1992); on women's history in Anzaldúa (2000), Federici (2019, 2017), Hooks (2017) and Perrot (2019, 2020); and discursive semiotics in Bertrand (2003), Fiorin (1996, 2015), Fontanille (2016, 2011), Greimas and Courtés (2007), Landowski (2014, 2022), Silva (2021, 2016) and Zilberberg (2011); and Freire (2019; 2011; 2021), which deals with the teacher as a subject of knowledge who is constituted in relation to the world and our ethical responsibility in the exercise of our teaching task. The narratives revealed the subjects of wanting, duty, knowledge, and action that are the retired female teachers and how, from an engaged and humane educational practice (FREIRE, 2021), they contributed to the formation of social subjects for 25 or more years in public schools.