Docência na educação infantil : uma trilha complexa entre imagem, vivência e autorreflexão.

Abstract

In the historical perspective of the teacher training, the subjective and symbolic dimension of the educator is not considered. The thecnical knowledge takes privilege from the self-knowledge. Emphasizing this aspect, this research intends to understand the symbolical proceedings in the preschool teacher education. This articulation between teaching and symbolization is planned such as a complex path from my own live as a student, with the teachers and the relation I had with the pictures, bringing Morin’s complex thoughts, which points out a conception of science that acknowledges the doubt, the diversity and the complexity of the word and the human being. From the archetype of the greek goddesses as a symbolic amplification I present an interpretation associated with autobiographical writings and describe my existence along with the EMEI Linha Santa Cruz’s educators. The adopted methodology is from the perspective of understanding that the field of research of the Jungian method is the integrating the conscious and the unconscious. With this research we can observe that the educators need to consider the symbolic aspects of their own autobiography to a better reflection of the teaching practices. It still emphasizes the importance of “coraçonar” the education and the teacher’s practice from the self-reflective and experimental approach.