Sou professor, e agora? laboratório de fenômenos artísticos como possibilidade de ressignificação

Abstract

This Dissertation aims to investigate whether the Expression and Artistic Creation Laboratories facilitate the process of re-signification of the Being-Teacher in the Continuing Education of Teachers, based on Existential Psychology. It brings a brief history and analyzes the UNESCO Guidelines (1990), contained in the Global Project for Education for All, which aims to eradicate illiteracy in the world by 2030. It deepens Brazil's participation in caring for teachers to fulfillment of this global goal, studying Law 9394/96 - Guidelines and Bases of National Education/LDBEN (BRASIL, 1996), which conducts Education in the national territory, and other Basic Norms of Continuing Teacher Education. Research recent studies of Neuropsychomotricity and Neuroplasticity, focus on Emotions. It presents basic concepts for the Heideggerian understanding of man as Being-There (Dasein) and the Phenomenology's view on the role of Art in the Continuing Education of Teachers, as well as the contributions of Socio-Historical Psychology to the understanding of the process of constitution of the being human. It details the methodological path followed, based on the scope of the Qualitative Research Methodology of Moraes and Galiazzi (2020), Discursive Textual Analysis (ATD), a framework that opens new possibilities for understanding the investigated phenomenon. It exposes the data collection procedure, which included semi-structured interviews with 6 Elementary School Teachers l, ll and High School from Baixada, guided by a script with 7 open questions and the analysis of question number 07 – “Do you want to say anything else?”, chosen for the construction of the Research Corpus Metatext for synthesizing the 6 previous questions. The Method involved 4 steps: 1) choosing the Corpus, the name given to the first clipping to be analyzed from the interviews; 2) the deconstruction of the text and the unitarization of the phenomena that were revealed to the researcher's eyes; 3) the categorization of the units found after an exhaustive reading of the Corpus and the emerging units; 4) the construction of the Metatext itself, resulting from the researcher's intuitions and new understandings, from the view of the investigative process of Hermeneutic Phenomenology, proposed by ATD. As a result, the categories emerging from this process were: 1) Teacher as an opening; 2) Art as an opening; 3) Art of Being-Teacher. The construction of the Metatext revealed that Teacher-is-Art-of-Open-Affective-for-New-Being-in-the-World-of-Education.