Investigação fenomenológica das experiências de sentido em professores: uma articulação entre a logoterapia e os saberes de experiência

Abstract

The present research is predicated on the notion that, to some extent, the challenge of teacher education has always encompassed not only the development of technical and pedagogical skills and knowledge but also the cultivation of teachers human development. That is, the formation of resources that teachers draw upon in responding to the unpredictable demands their practice imposes. The category of teacher knowledge, specifically experiential knowledge, presents itself as a suitable comprehensive approach for understanding these resources, and it is believed that its connection with Viktor Frankl's Logotherapy and Existential Analysis can be highly fruitful as a contribution to the learning context of teaching. Thus, the question that motivated this research can be summarized as: How can experiences of meaning contribute to experiential knowledge in the learning process of teaching among Basic Education teachers? A phenomenological investigation of meaningful experiences among teachers was conducted, with Logotherapy and Existential Analysis serving as a reference point, in conjunction with experiential knowledge. An exploratory study was carried out, utilizing phenomenological interviews as the research instrument. Three Basic Education teachers were interviewed, and the data were analyzed using the qualitative phenomenological method. The study concluded that, once systematically organized, experiences of meaning—distinctively human phenomena—may be integrated as contributions to experiential knowledge, particularly in their central function of assisting individuals in mobilizing other forms of knowledge, thereby enhancing their decision-making processes in response to the demands of teaching practice.