Research-training: reflective diaries on the care with teachers of child education

Abstract

The article analyzes reflexive diaries of teachers of Early Childhood Education, understanding the ways of experiencing care in their pedagogical practices from the formative process experienced. It is based on the understanding of care from Heidegger (2005) and Boff (1999); in addition to articulating dialogues on training, teacher knowledge and reflection conducted by of Gadamer (2002), Josso (2007) and Freire (2015). The methodological approach was the research-formation of the phenomenological hermeneutic "Heideggerian". This was done in a school of the municipal public network of Juazeiro - BA, a total of thirteen professionals. As information gathering devices were used: observation diary, reflective diaries written by the participants, itineraries of the formative meetings and the evaluation processes. For this article, we focus on the analysis of the reflective diaries of two meetings (fourth and fifth meeting) of the total of five meetings. The analyses of the diaries were guided by Critique's Sense Analytic (1996), based on Heidegger's hermeneutic perspective. The units of meaning were described as: teacher identity and care, reflection of teaching practice that contributes to better care and training in the sense of caring for child education (EI) teachers. The experience of research-training in caring, with these teachers has proved to be a place of harmonious coexistence, interaction, reflection on practice, openness to oneself and to others in order to further promote quality in educational actions, leading to benefit to the entire school community.