Retalhos de si: o testemunho ético do ser professor

Abstract

The present work aims to know and reflect on the ethics of being a teacher from an “ethical aesthetic experience” (HERMANN, 2010) with the members of the Research Group on Emotional Education. The motivation for this research began with the study of the chapter “Ethics and professional practice” by the author Isabel Baptista (2005) Taunting questions related to the exercise of teaching and the meaning of the profession that leads us to problematize our ethical choices throughout training teacher. Thus, through a qualitative approach, bricolage productions were analyzed as an aesthetic representation of the ethics of being a teacher expressed in professional practice, an aesthetic-reflective exercise experienced at group in the light of studies on the ethical-deontological status of the teaching profession developed by Baptista (2005). The production enabled the mobilization of memories, images, colors, feelings, emotions articulated in the construction of this continuous formative path (NÓVOA, 1999) and constitutive of the teaching professional practice expressed in bricolage. We conclude that being in the teaching profession does not exist without the individual and collective commitment to training, understood as a continuous process of professional development in an ethical aesthetic movement (FREIRE, 2011; BAPTISTA, 2005) which mobilizes reflection on ethics with oneself and the other, values, conducts, beliefs, rites and rhythms of the professional trajectory of each one.