Tornar-se professor de psicologia: encontros com o outro

Abstract

The research refers to the constitution of the Psychology professor, with discourses captured in discussions of focal groups with Psychology professors of Universidade Católica de Pelotas/RS, which had the theories of Porto (2003, 2006, 2008), Penteado (1998, 2002, 2010), Cunha (2003, 2007, 2010), Freire (1999, 2006), Buber (1974) and Moreno (1978, 1992) as support. Two units of meaning are considered in the comprehension of the subjects’ narratives: “what is experienced in the construction of teaching” and “the encounters and dialogs”. The analysis developed indicate that the professor is constituted from the potential encounters experienced in their doings and in the sharing spaces they hold with peers, with students, with the working institution, with the community and with an infinite number of interferences that characterize the moment and the social, historical and political context in which the professor fits. In this context we signal that the exercise of responsibility and of dialog between people unite them in the search of common interests in the collective construction. Growth comes not only from the agreements within the group, but also from the conflicts that arise and from differences and troubles that are present in it. The review of one’s own teaching experience and the recovery of one’s roots (their story of life) help in the construction of being a professor. In the encounter and dialog with others, the professor may detect meanings for their doing overlapped with the sense of existence. This look at oneself, recognizing the contribution of others in one’s trajectory, makes it easier to the professor to assist the students in a search from which they may also identify significance in their studies and in their lives. In general, the thesis contributes to the field of Education, reinforcing the human perspective of Buber (1974), a humanism based on the credibility in encounters.