For a didactics mediated by sensitivity: on the way to become a teacher

Abstract:

This paper analyzes didactics lessons, standard for teacher-training courses in a federal university, as a tool to investigate training activities performed by the authors in higher education classes. The curricular component here analyzed aims to problematize student’s conceptions on teaching via in-class discussions based on theorists in the field. Therefore, it seeks to stimulate in students a teacher behavior that, beyond the knowledges related to teaching, intellectually taught, is steeped in sensitivity, broadening their repertoire of concepts to be employed in their professional performance. Thus, it intends to initiate a debate on possible paths to follow in the initial education of teachers surpassing the idea of a technical-reflective-critical professional and contemplating sensitivity as part of the process. Analyzed data shows that in-class interactions, supported by artistic elements, led to mutual respect among participants and promoted an education for autonomy. Notably, there was a departure from some systems of control over bodies that permeated the initially passive demeanor of the students in face of pedagogical interactions. Ergo, it was possible to identify means to instigate in future teachers an urge for new possibilities to interpret and intervene in the educational procedures.

Keywords:
initial education of teachers; didactics; reflective teacher