Formação espectral: do pensamento complexo ao raciovitalismo na formação de professores universitários

Abstract

This work is the result of a research-training carried out from the reflective narratives of teachers in training, produced throughout the didactic workshop - project linked to the continuing education program for university teachers (FORPED) at the Federal University of Bahia (UFBA). The aim of this research is to understand how sensitive didactics affect the training of university professors. Raciovitalist pedagogy encompasses sensitive didactics, having the theory of complexity as a paradigmatic matrix (MORIN, 1990) and raciovitalist phenomenology (MAFFESOLI, 2005). The research context consists of 25 teachers enrolled in the classes of didactic workshops in 2016, 2017, 2018 and 2019, participants who wrote their training diaries in the mentioned period, and 14 who answered the diagnostic assessment questionnaire, in classes 6 and 7 in 2019. The analysis of the data produced was based on the content analysis technique (BARDIN, 2010), which guided the definition of the following analytical axes: a) the profile of the Ateliê teachers / course participants; and b) reverberations of sensitive didactics about training. It is notorious to verify in the teachers' narratives the striking presence of playful and aesthetic language, thus reiterating the reverberations of sensitive didactics in their formative processes, in their professional identities and professionalities.