A constituição docente frente ao cuidado de si: a fabricação de uma docência em ensino religioso nos anos iniciais

Abstract

This research is presented as a journey in search of understanding my constitution as a teacher to work in the subject of Religious Education in the early years of elementary school. I narrate my experiences with the subject in internships in the light of Michel Foucault's care of the self-tool. The theme arises from concerns and questions about the organization of practices in the discipline of Religious Education in public schools. To this end, the general objective that guides this research is to understand how the teaching of Religious Education in the early years is constituted in the face of the care of the self. The specific objectives are to study the care of self and its relation to teaching, in the first chapter. To narrate life events that show the relationship with Religious Education, in the next chapter; and to outline a teaching in Religious Education based on the care of the self. I find in this tool the possibility of (re)visiting my memories in order to understand the forces that cross my conceptions and how I can (re)mean them as a future teacher based on these reflections. As a theoretical and methodological basis, I use Michel Foucault and the line of post-critical research in education, in which the empirical is constituted by episodes lived between internships at the university.