Abstract:
This dissertation presents contributions of pedagogical meetings (Formative
Experiences) for the training of educators. It is a qualitative research which had
written records as empirical source. The analysis of this material and the elaboration
of the text articulate the study in three pedagogical constants. The first constant
reflects the question of ritual memory in pedagogical coordination, emphasizing the
movement, the coming and going as a constitutive element of praxis; and the
contextual environment as a part of the formative process as well as a part of praxis.
The second constant presents the reflection as a path to the (re)construction of
knowledge, built from two aspects: education and training. The first aspect points to
the reflection of scientific concepts mistakenly used; the second aspect highlights the
reflection on praxis as the discovery of themselves, where the concepts of learning
build different ongoing experiences. The third constant of the Formative Experience
shows four methodological pillars that integrate the Circle of Knowledge as elements
of accounting of missing knowledge. In this way, being, doing, knowing and livingtogether
receive an special emphasis; and the pedagogical coordinator is responsible
for spying the need of keeping awake the core values of knowledge, in order to
educate and train themselves, collectively; in order to share the enchantment of
cooperation, mutuality and joy of learning and living together. This last pedagogical
constant, that is, the last chapter, presents two aspects of study: the management of
spirituality as an ethical-political perspective of coordination. The first aspect reveals
the need of rejecting the pragmatic and the need of accepting the paradigmatic in the
coordinator task. The second aspect is a contribution for the construction of a new
concept, possible to be taught, in order to build a more humane way of teaching
through the political-pedagogical management.
