Eu professora de mim mesma – escrever para existir : as mulheres, a palavra poética e a educação.

Abstract

This doctoral thesis concerns the act of educating through sharing the poetic word among women. It aims to lead a reflection on the poetic dimension of writing as an educational experience, examining how the act of writing, experienced and shared by women, constitutes a way of thinking, feeling, and educating oneself in the world. The main objective is to share the poetic word among current and prospective female teachers. More specifically, the study approaches education as a language event, understanding literature as poetics, and philosophy as an experience of relearning how to question the living world. Therefore, this study focuses on valuing and celebrating the poetic word of these women. From a methodological perspective, the research brings together education, philosophy, and literature, comprising the writing process as a formative, political, and sensitive event in teacher education. Three strategies are interconnected: poetic reveries written by undergraduate students in a Pedagogy teacher-education program; reveries written by teachers (all women) from different educational contexts; and my own research-writing process. These reveries are comprehended as presences; they are read and interpreted through a phenomenological and poetic lens. Throughout the research process, the reveries’ writings allowed the women’s words to emerge as a gesture that inaugurates, resists, and affirms a formative experience that transforms those who write, not by distancing them from reality, but by enabling a more sensitive, reflective, and engaged way of inhabiting the world and educating oneself through language. By pointing to the poetic dimension of writing, this investigation recognizes writing as an action that involves body, language, and imagination. Reflecting on this dimension means examining the act of writing from an ethical and aesthetic commitment to the sensitive word, involving teaching, education, and educational thought. Considering this purpose, the thesis constitutes itself as a tribute to the words of female teachers who dare to write.