The meanings of freedom to Basic Education teachers / Os sentidos da liberdade segundo professores da educação básica

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

On the assumption that education is one of the paths for the formation of a free man and that the teacher is one of the central figures in that context, this research sought to understand the meanings of freedom in the experience of teachers of Basic Education. What we intended to study was the meaning of lived that emerged from the interaction between subject and researcher. To this, three teachers from different levels of Basic Education were interviewed. The interview is seen as a reflection of two based on the experience of the interviewee, in order to, from this point, elucidate the lived experiences behind the lines. After the interviews, significant reports were produced based on every meeting between researcher and teacher, maintaining its momentum and taking into account the presence of both. The interviews were analyzed according to the sketch proposed by Amedeo Giorgi. The first impression that emerges from interviews concerns the fact that freedom isnt an issue on which base the teachers interviewed thought their practice. Still, it was possible to note that the reflections on the subject were significant for them, providing new insights about their activities and even a personal mobilization. From the exploration of experiences of the freedom of teachers we can say that, when they feel free, they find the real meaning of their teaching activity. This also relates to its methodology of teaching and with their creativity. Moreover, according to the experience of these teachers, the basis of the relationship seen as educational is the recognition of the other. At the same time to feel respected and recognized as a person and professional, by the institution and his superiors, in their freedom as teachers, is a motivational force, showing a close relationship with the satisfaction in teaching. On the day-to-day of teacher, the interviews revealed that permitting and encouraging freedom of expression and really hear what the students express, establishing a facilitative environment, is part of the experience of freedom for teachers, showing the relationship with the involvement of the student in the process of learning and with a meaningful learning. In this sense, the experience of freedom of teachers point to a quality of relationship that permeates the educational spaces, extending to other people and being passed on by parents and students.

ASSUNTO(S)

liberdade fenomenologia phenomenology education educational psychology freedom psicologia da educação psicologia educação

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