Vivências de professores no processo de ensino fundamentado na proposta da pedagogia para o sentido da vida

Abstract

Early childhood education urgently requires educational models that are concerned with both the development of intellectual capacities and the sharpening of awareness for a sense of meaning in life during adolescence. Given the context in which education goes beyond the planned divisions between cognitive, emotional and ethical aspects, the guiding question emerged: how does the sense of freedom and responsibility of basic, education teachers trained in Logotherapy Existential Analysis present itself in schools with a proposal in the pedagogy of meaning? To answer this question, this study aims to: understand the experiences with the sense of freedom and responsibility of basic, education teachers trained in Logotherapy and Existential Analysis and working in a school that adopts the pedagogy of meaning. And as specific objectives: to develop the experiences of basic education teachers trained in Logotherapy and Existential Analysis regarding the concepts of freedom and responsibility in the pedagogical context; to describe the application of the principles of becoming free and responsible in the educational practice of basic education teachers trained in Logotherapy Existential Analysis, in relation to students. A comprehensive qualitative study was conducted at a private elementary school located in Lauro de Freitas, Bahia. Nine teachers who worked at this school participated in the study. Data collection was carried out in March 2024, according to the previously prepared script, which served as a guide for the interviews, including data characterizing the participants and open questions related to logoeducation and education for the meaning of life. Data analysis improved the methodology of Vietta's humanist-existential-personalist triad, adapted by Santa Rosa. The results revealed two categories: forms of expression of homo faber and forms of expression of homo sapiens. These categories reveal that teachers integrate attitudinal, experiential, and creative values into their pedagogical practices, promoting an education that goes beyond the transmission of knowledge, emphasizing integral human development. The research highlighted self-transcendence as an element to create in students the habit of seeing their actions in a broader context, promoting an education that transcends technical learning to include ethical and social development. It is concluded that the application of Frankl's concepts in education allows a pedagogical approach for the formation of conscious citizens, where teachers encourage students to self-transcend and seek a meaningful life.