“Quilt”, aesthetic experience and autobiographical narrative: future teachers and the art of listening

The purpose of this paper is to analyze “Quilt”, a formative and investigative device, methodology, and epistemology developed by Berkenbrock-Rosito and used since 2001. In this study, we present Quilt, a device intended to contribute to teacher education through the production of written, pictorial, and oral (auto)biographical narratives, in the Pedagogy Course of a university private area on the east side of the city of São Paulo. The methodology included a contextual questionnaire featuring questions on what “Quilt” participants liked and did not like about the experience. Data shows that “Quilt” can be considered a valuable methodology to listen to subjects, which postulates the existence of an aesthetic dimension in the constitution of one’s teaching identity.

A pesquisa em educação popular e a construção da identidade do educador emocional

O artigo apresenta uma discussão sobre a identidade do educador emocional a partir da perspectiva da educação popular. É delineado o campo da educação popular como um espaço de resistência e emancipação, voltado para a criação coletiva de novas e melhores formas de se viver socialmente. Nesses termos, a educação popular é tecida pelos saberes populares, que formam sujeitos participativos que tomam para si a responsabilidade de transformar a sociedade. O estudo é do tipo bibliográfico e resgata a abordagem sociológica interacionista de Herbert Blumer e a contribuição de Antônio Cândido como fontes inspiradoras para a organização teórica e metodológica da pesquisa em educação popular, notadamente no que se refere ao respeito à empiria, a atenção à produção de significados e a postura ética e comprometida. Considerando estudos sobre a identidade docente, conclui-se que o ser docente, na perspectiva da educação popular, corresponde a uma forma de ser e estar no mundo com um olhar atento e libertador para as interações sociais, construindo-se existencialmente, em termos cognitivos e emocionais, rumo a processos emancipatórios.Palavras-chave: Educação popular; Identidade; Educação emocional; Pesquisa qualitativa. ABSTRACT: The article presents a discussion on the identity of the emotional educator from the perspective of popular education. The field of popular education is outlined as a space of resistance and emancipation, aimed at the collective creation of new and better ways of living socially. In these terms, popular education is woven by popular knowledge, which forms participatory subjects who take responsibility for transforming society. The study is of the bibliographic type and rescues the interactionist sociological approach of Herbert Blumer and the contribution of Antônio Cândido as inspiring sources for the theoretical and methodological organization of research in popular education, notably with regard to respect for empirical, attention to production meanings and an ethical and committed posture. Considering studies on teaching identity, it is concluded that being a teacher, in the perspective of popular education, corresponds to a way of being and being in the world with an attentive and liberating look at social interactions, building existentially, in cognitive terms and emotional, towards emancipatory processes.Keywords: Popular education; Identity; Emotional education; Qualitative research.

VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.