Professores inesquecíveis: fragmentos, experiências, atravessamentos
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Data
2017-08-31
Autores
Dantas, Myrthes Maria Matos [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo, de cunho qualitativo, tem como propósito compreender quais experiências tornaram determinados professores inesquecíveis para seus alunos. Justifica-se pelo entendimento de que educação e emoção, sendo indissociáveis, capacitam o professor para provocar os “atravessamentos”, segundo Larrossa (2002) aquilo que nos toca, que nos passa e que ao passar nos transforma, assim tornando-o inesquecível aos olhos de seus alunos. O estudo desenvolveu-se no município de Poços de Caldas, em Minas Gerais, tendo como participantes 63 alunos e 04 professores entre os indicados pelos alunos como inesquecíveis, abrangendo alunos que estudaram e professores que atuaram no período compreendido entre 1980 e 2010. Para alcançar o objetivo foram utilizadas como estratégias de pesquisa e instrumentos de coleta de dados: a pesquisa bibliográfica, questionários aplicados aos alunos e entrevistas semiestruturadas com os professores indicados. Com base na discussão a respeito da experiência (Larrosa Bondía, 2007), da memória (Benjamin, 1985), da emoção Vigotsky (1998), Wallon (2007) e demais autores referenciados, pode-se concluir que a emoção que permeia a relação entre alunos e professores, sendo provocada pelas experiências que vivenciam juntos, constitui sua memória e pode marcar sua subjetividade, transformando-os para sempre. E, ainda, que alguns professores se tornaram inesquecíveis para seus alunos - ao transformar suas vidas, ao marcá-las com algo significativo, muitas vezes absolutamente apartado dos conteúdos que ensinou, mas com muito valor para sua constituição como ser singular. As escolhas por esses professores basearam-se tanto em características pessoais quanto profissionais, mas, principalmente, na qualidade das experiências vivenciadas em conjunto e na emoção que fluiu da convivência com eles.
The purpose of this qualitative study is to understand which experiences have made certain teachers unforgettable for their students. It is justified by the understanding that education and emotion, being indissociable, enable the teacher to provoke the "crossings", according to Larrossa (2002) what touches us, that passes us and that when passing makes us, thus making it unforgettable to the eyes of his students. The study was developed in the municipality of Poços de Caldas, in Minas Gerais, with 63 students and 04 teachers among those indicated by the students as unforgettable, covering students who studied and teachers who worked during the period between 1980 and 2010. To achieve the objective was used as research strategies and data collection instruments: bibliographic research, questionnaires applied to students and semi-structured interviews with the indicated teachers. Based on the discussion about the experience (Larrosa Bondía, 2007), memory (Benjamin, 1985), the emotion Vygotsky (1998), Wallon (2007) and other authors referenced, it can be concluded that the emotion that permeates the relationship between students and teachers, being provoked by the experiences they experience together, constitutes their memory and can mark their subjectivity, transforming them forever. And yet, some teachers have become unforgettable to their students - by transforming their lives by marking them with something meaningful, often quite apart from the content they taught, but with great value to their constitution as a unique being. Choices for these teachers were based on both personal and professional characteristics, but mainly on the quality of the experiences lived together and the emotion that flowed from living with them.
The purpose of this qualitative study is to understand which experiences have made certain teachers unforgettable for their students. It is justified by the understanding that education and emotion, being indissociable, enable the teacher to provoke the "crossings", according to Larrossa (2002) what touches us, that passes us and that when passing makes us, thus making it unforgettable to the eyes of his students. The study was developed in the municipality of Poços de Caldas, in Minas Gerais, with 63 students and 04 teachers among those indicated by the students as unforgettable, covering students who studied and teachers who worked during the period between 1980 and 2010. To achieve the objective was used as research strategies and data collection instruments: bibliographic research, questionnaires applied to students and semi-structured interviews with the indicated teachers. Based on the discussion about the experience (Larrosa Bondía, 2007), memory (Benjamin, 1985), the emotion Vygotsky (1998), Wallon (2007) and other authors referenced, it can be concluded that the emotion that permeates the relationship between students and teachers, being provoked by the experiences they experience together, constitutes their memory and can mark their subjectivity, transforming them forever. And yet, some teachers have become unforgettable to their students - by transforming their lives by marking them with something meaningful, often quite apart from the content they taught, but with great value to their constitution as a unique being. Choices for these teachers were based on both personal and professional characteristics, but mainly on the quality of the experiences lived together and the emotion that flowed from living with them.
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Palavras-chave
Professores inesquecíveis, Memória, Fragmentos, Experiências, Atravessamentos, Unforgettable teachers, Memory, Fragments, Experiences, Crossings