Constituição da identidade profissional dos docentes encantadores

Abstract

This research aims to identify the dimensions that are intertwined for the constitution of the professional identity of the Enchanting Teachers, focusing on the experiences lived by teachers at the university. Two understandings were fundamental in this study: the enchantment pertinent to teaching and the constitution of knowledge. The first is related to the daily practice of these teachers who, managing to attract, involve and stimulate students for their future professional practice, contribute to self-esteem, selfknowledge, the appreciation of affective expressions, the encouragement of creativity and the development of competences. in the learning subjects, in order to strengthen their identity as teachers, so that they understand their professional activity as a career. That to achieve the second, it will be necessary to develop an intentional look at what comes through the language expressed by individuals and/or groups, on the culture that is being woven, becoming a promoter of the historicity of the life-world, intertwined by layers of meaning. This knowledge that is built up, strengthens the professional identity of charming teachers and slips into the now, at the moment of each act, foreshadowing more intentional actions, continuously, remembering the past in order to improve the present and the future. The charming posture of a teacher requires various dimensions intertwined with professional identity, aspects that I identified with the significant subjects of this research. In this way, several scholars - like runners in a race - added with me, allowing many understandings, namely: (1) about the relationship experiences/enchantment/pedagogies – Morin (2003ab, 2017), Bondía (2002), Heidegger (1987) , Assmann (2012), Gonçalves (2008), Simka (2020), Freire (2019ab), Rossini (2008) and Chalita (2005); (2) the constitution of knowledge – Husserl (2006) Bicudo (2010, 2011ab, 2016, 2019), Merleau-Ponty (2011), Bicudo & Afonso da Silva (2018), Ales Bello (2015), Dartigues (2005), Zilles (2007), Derrida (1994); (3) about the teaching profession and professional identity – Freire (2019ab), Schön (1995), Nóvoa (1995), Pimenta (2018ab), Tardif (2019), Brzezinski (2002), Franco (2008), Mizukami (2008) ), Dubar (2005), Bolívar (2006), González (2008) and Gimeno Sácristan (1995). After a narrative interview with the significant subjects (charming professors) from the campus of the Federal University of Maranhão in the city of São Bernardo-MA, based on a sensitive and self-interested conception of this teaching practice, I will focus on the rigor of qualitative research with a phenomenological approach. , with a view to understanding the dimensions that intertwine for the constitution of the professional identity of charming teachers, with the support of authors such as Husserl (2006) Bicudo (2010, 2011a and 2016), Passeggi (2006) and Bolívar, Domingo & Fernández (2001). After archaeological immersion and hermeneutic contemplation, it was possible to verify that charming teaching has many dimensions, in this thesis having raised six of them, but which are not exclusive, but related to the look of the significant subjects who were part of it, in the movement that took place in the now. of each one, intertwined in the flow of experiences. It was evident that the charming teaching is effective in the movement of being a teacher, of feeling the educational work, by the relationships that are established with peers, and that is even more effective when there is reflection on the practice and when one knows the subjects who are part of it. The charming teaching is a combination of many dimensions that makes every professional even more prepared and desirous of doing more for the other and not just for you. In this movement, this teacher acquires an awareness with which he advances to the constitution of professional identity, which favors his practice to want to exercise more and more a charming teaching.