THE CAREFUL LOOK OF THE EDUCATOR: PATHS TAKEN

• Autor(a) principal: Oestreich, Laura
• Data de Publicação: 2018
• Outros Autores: Costa, Daniela, Goldschmidt, Andréa Inês
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/620
• topic: Formação inicial; Relação educador-educando; Aulas contextualizadas; Empatia em sala de aula; Afetividade; Initial Training; Educator-learner relationship; Contextualized classes; Empathy in the classroom; Affectivity

The supervised curriculum internship is an essential part of the educator's initial training. By going through this stage, the future teacher experiences the daily school life, exploring its reality. It is a moment of anguish, joys, encounters and disappointments and in the course of this process, there is the emergence of the teaching identity. In this sense, good relations between educator and learner are essential and tend to assist in teaching-learning processes. Thus, the article aims to report the experiences of the undergraduate course and, from this, to discuss and provoke reflections on how affective relations influence the learning of the learners. It also seeks to signal the importance of these relationships, the empathy and careful look of the educator towards the students and their infinite concerns, contributing to the teaching construction of other undergraduate trainees. Through the spaces of discussion and classes contextualized with the reality of learners, it points out that the construction of an environment of trust among the actors involved in the educational processes facilitates the learning of learners. The perception of elements that are hindering this process strengthens the idea that function of the educator is not merely to teach, but also to help the learners to discover themselves as a human being.