RESEARCH-HERMENOLOGICAL PHENOMENOLOGICAL TRAINING "HEIDEGGERIANA":
(Auto) Cartographies of Teachers in Navigation to Self-care
DOI:
https://doi.org/10.32813/2179-1120.2020.v13.n1.a593Abstract
The objective of this theoretical-reflective article is to present and discuss some aspects of the "Heideggerian" Hermeneutic-Phenomenological Research, with a qualitative-implied methodological approach, which sought to emphasize its (self) cartographic pertinence in a training process on self-care. For this, it assumes a multireferential perspective (MACEDO, 2000), having in the "Heideggerian" thinking about self-care its focal point. In addition, the article adopts a metaphorical language related to navigation. It brings together contributions from Josso (2007), Longarezzi e Silva (2008), Barbier (2004), Boff (2014), Freire (2015), Bondía (2017), Gadamer (2002), Rogers , Souza and Francisco (2017) and Passos, Kastrup and Escóssia (2015). The navigational instruments, which mark and record paths, conditions and states, were called "(self) Cartography in formation: maps of oneself". These were: reflective journals, which contributed to the (self) reflection records; and the writings of self and practices, which served as a creative (ins) creative, involving practice as being-in-the-world. From this formative navigation, it is understood that the formative spaces are moments in which the crews-teachers have the possibility of experiencing the (auto) cartography, in the movement of revealing and covering itself, until it reveals itself, taking responsibility for the cultivation of their self-care. The (self) cartography by crew-teachers indicates that the training is really a place for self-care, affecting the encounter of self and the other, causing concern, restlessness and a sense of connection with their actions and those of the community.
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