A ‘aula’ como ‘acontecimento vivo’ do ofício de ‘ser professor’: sentidos, dimensões, espaços & tempos

Abstract

The classroom and the teaching profession are domains that interact and emerge as faces of the teaching profession. The classroom is a meeting of knowledge and actions, the singular and formative event of teaching practice. The classroom is the primary space for pedagogical practice, the place for experience, experimentation, mediation and validation of knowledge. The intention is to explore these ties and connections, to identify the boundaries, intersections, roles and functions that overlap and merge the teacher with the classroom and the classroom with the teacher. The general objective is, therefore, to understand the classroom as a living event that is essential to the profession of “being a teacher”, exploring its meanings, spaces, times and dimensions for the construction of the teaching profession. The research is qualitative, based on a literature review. The text was structured in two complementary sections, in which the first develops the perspective of the teaching profession, and the arguments that support the classroom as a ‘living and formative event’. In the second part, the class is revealed as an event inherent to the teaching profession, which is enhanced in certain spaces, times and dimensions (ethics, aesthetics and politics). As a result, it presents theoretical-reflective subsidies, which make it possible to search for perceptions about the concept and understanding of the class, so that its hierarchy as an unquestionable teaching practice for significant learning can be identified.

Keywords: Class, teaching profession, being a teacher, pedagogical practice, significant learning.