RESEARCH-HERMENOLOGICAL PHENOMENOLOGICAL TRAINING "HEIDEGGERIANA":

(Auto) Cartographies of Teachers in Navigation to Self-care

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DOI:

https://doi.org/10.32813/2179-1120.2020.v13.n1.a593

Abstract

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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Author Biographies

Clara Maria Miranda de Sousa, Universidade de Pernambuco

Mestra em Educação pelo Programa de Pós-graduação em Formação de Professores e Práticas Interdisciplinares pela Universidade de Pernambuco – Campus Petrolina (UPE). Especialista em Psicopedagogia Clínica e Institucional pelo Centro Universitário Internacional (UNINTER). Graduada em Pedagogia pela Universidade de Pernambuco - Campus Petrolina (UPE) e Graduanda em Psicologia pela Universidade Federal do Vale do São Francisco (UNIVASF). Professora na rede estadual da Bahia.

Marcelo Silva de Souza Ribeiro, Universidade Federal Vale do São Francisco

Possui graduação em Psicologia pelo Centro de Ensino Superior de Maceió (1994), Especialização em Educação Especial (UFAL/1994) e Educação a Distância (SENAC  AL/2011), Especialização em Produção de Mídias para Educação Online (UFBA/2018), Mestrado em Educação em Pesquisa - Université du Québec (2003) e doutorado em Ciências da Educação - Université du Québec à Chicoutimi / Université du Québec à Montréal (2013). Atualmente é pós doutorando da UFBA, Departamento de Educação, vinculado ao grupo de pesquisa FORMACCE, tendo como orientador o prof. Roberto Sidnei Macedo. Professor adjunto da Universidade Federal do Vale do São Francisco, lotado no Colegiado de Psicologia, professor do Mestrado em Psicologia (Univasf), professor programa de Mestrado em Formação Docente da Universidade de Pernambuco - UPE (Campus Petrolina) e editor da Revista de Educação do Vale do São Francisco - Revasf. Coordena do projeto de pesquisa, “A relação das crianças com os seus pais o lugar da brincadeira”; em cooperação internacional com a Université du Québec à Trois Riviéres (UQTR). Tem experiência na área de Educação, com ênfase em Psicologia Educacional, atuando principalmente nos seguintes temas: infância, novas tecnologias, processos inclusivos e formação profissional. E-mail: mribeiro27@gmail.com

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Published

2020-04-30

How to Cite

Miranda de Sousa, C. M., & Silva de Souza Ribeiro, M. . (2020). RESEARCH-HERMENOLOGICAL PHENOMENOLOGICAL TRAINING "HEIDEGGERIANA": : (Auto) Cartographies of Teachers in Navigation to Self-care. Human Sciences Journal - RCH, 13(1). https://doi.org/10.32813/2179-1120.2020.v13.n1.a593

Issue

Vol. 13 No. 1 (2020): DOSSIÊ A CARTOGRAFIA SOCIAL E A PESQUISA INTERVENÇÃO NA FORMAÇÃO DE PROFESSORES

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Original Article

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