“Me movo como educador porque, primeiro, me movo como gente”: um olhar múltiplo sobre a(o) docente enquanto aprendiz

Abstract

This article explores theoretical aspects related to the emotions of teachers, focusing on subjectivity and teacher identity, highlighting the importance of training that goes beyond the professional and pedagogical scope. Starting from the premise that the human condition directly interferes with teaching practice, the discussion presented here emphasizes the need to view teachers as unique individuals whose life stories and contexts influence their educational practices. By addressing the emotions of educators, the text proposes that the effectiveness of pedagogical practices cannot be understood without considering the emotional aspects involved in the act of teaching. In this sense, the article argues that, like students, teachers are also lifelong learners, and their emotions influence the educational dynamics. Derived from a doctoral research conducted with teachers from Federal Institutes, the article emphasizes the importance of teacher training that takes into account the complexity of teaching. Specifically, this text focuses on some theoretical foundations of the investigation, reflecting on the role of emotions in teaching practice.