A virada afetiva do reconhecimento: por uma experiência de autorrealização na formação inicial de professores

Abstract

The research is linked to the line of research of Teacher training, teaching, educational processes and practices of the Graduate Program in Education at the Federal University of Pelotas. The main objective of this research is to understand the paths taken by undergraduate students of a Pedagogy course in their processes of self-recognition of themselves in the initial teacher training and the relations of these processes with their possibilities of self-realization. It is guided by the following problem: How do the self-recognition processes fostered in the initial teacher training contribute to the personal and professional self-realization of a teacher? It has a reconstructive hermeneutic approach and used an exploratory questionnaire and conversation circles in the form of workshops as a gateway to the historicity of the research subjects. Through the search for understanding the account of the students in the human formation workshops, it was noticed the marks of recognition and of forgetting of recognition in the path of the participants and the implications of these traces in the possibilities of self-realization. It acknowledges the primacy of recognition and the potential of human formation workshops to grant access to participants’ own historicity, offering conditions for subjects to broaden the horizons of self-understanding. It is also noticed how the forgetting of recognition limits the conditions of the subject to understand their place in the world. The marks found in the participants' reports are correlated with the pedagogical tradition in the teacher training for working with children. The research has evidence that human formation can provide teachers in initial training with conditions to understand their emotions, their constitutive relationships and to reconstruct their historicity and the meaning attributed to suffering, trauma and forgetting. From this access, such marks may or may not be reproduced in how they relate to the world and in their pedagogical relationships. It signals that, by updating the traces in their own historicity, students may stand a chance of being in the world as these subjects who are sources of self-realization and humanity for each other.