TEACHERS SELF-HETEROECOFORMATION OF BASIC EDUCATION IN THE LIGHT OF EPISTEMOLOGY OF COMPLEXITY

Abstract

This paper seeks to describe and interpret the nature of the phenomenon formation of English teachers in public schools who worked in the Pedagogical Residency Program, focusing on the formation as perceived by the participants. This study is supported by the epistemology of complexity (Morin, 2003; 2005; 2007) which seeks the (re)connection of knowledge, articulated with self-heteroecoformation (Freire, 2009; Freire; Leffa, 2013; Freire; Brauer, 2023). The methodological approach adopted was the Complex Hermeneutic-Phenomenological Approach (CHPA) (Freire, 2010; 2012; 2017) of a qualitative nature. The research had three participants and their instruments consisted of textual reports. These records were manifestations of the experiences lived by teachers when asked about l formation. Thus, we can begin the interpretation routine, at which point textualization goes through refinements and resignifications with the aim of reaching units of meaning (themes, sub-themes and/or sub-subthemes). The interpretation of these texts revealed the manifestations of experiences regarding teacher formation, especially the experiences within the classroom and the challenges of developing teaching-learning, allowing the researcher necessary moments of reflection. It is important to emphasize that the text can be reinterpreted as many times as necessary. The relevance of this study lies in its new ways of looking, in the light of the epistemology of complexity, at individual and/or collective experiences.