Between Photos, Graphias, Imageries and Memories: the (re)invention of being a teacher

Este estudo se insere na Linha de Pesquisa Cultura Escrita, Linguagens e Aprendizagem, tendo como base os estudos desenvolvidos no Grupo de Estudos e Pesquisas sobre Imagin??rio, Educa????o e Mem??ria (GEPIEM). Trata-se de uma pesquisa de natureza qualitativa, com cunho s??cio-fenomenol??gico, norteada pelos princ??pios da metodologia de converg??ncias de Gilbert Durand. A investiga????o busca vislumbrar o universo m??tico das representa????es sobre a doc??ncia, demonstrando a capacidade da fotografia de manifestar s??mbolos introjetados, dando visibilidade aos imagin??rios fundantes dos sujeitos. Ela analisa os m??ltiplos sentidos que movem este universo de representa????es (que para Gilbert Durand s??o presentifica????es das suas heran??as arquet??picas), a partir de foto-graphias produzidas por professores formados e em forma????o, frequentadores de cursos ministrados pela pesquisadora em diferentes cidades do estado do Rio Grande do Sul, entre 2007 e 2010. Tais imagens foram obtidas como respostas ?? provoca????o ―Ser professor ??...‖ tendo como mote a continua????o da frase, atrav??s de fotografias. Desse modo, a linguagem fotogr??fica, nesta tese, caracteriza-se como um exerc??cio de introspec????o ativador da imagina????o criadora, assim como prop??e Gaston Bachelard. O invent??rio e a posterior an??lise desse capital emp??rico permitiram a identifica????o dos n??cleos simb??licos mais recorrentes, determinados pelas homologias significativas (repeti????es) dos s??mbolos manifestados pelos sch??mes fotogr??ficos. Eles foram arranjados no formato de uma cr??nica visual narrativa e atrav??s do exerc??cio da photoan??lise - uma metodologia de converg??ncias - revelaram-se pregn??ncias presentes no universo dos s??mbolos da doc??ncia, manifestados a partir de diferentes pessoas e lugares. Por meio da pondera????o sobre as correspond??ncias arquet??picas entre os discursos imag??ticos que integram os interst??cios da pesquisa ?? poss??vel acessar outros modos de dizer e dizer-se. Em geral, esta modalidade de express??o permite trazer ―respostas‖ simb??licas, a exemplo das que nesta tese conduziram a Prometeu, Hermes e Narciso como mitos diretores do universo das representa????es sobre doc??ncia. Portanto, neste trabalho a fotografia ?? reveladora das presentifica????es do imagin??rio referentes aos universos simb??licos entretecidos no ser professor. A pesquisa contribui para a constru????o destes diferentes olhares e conhecimentos sobre o tema, com vistas a favorecer o reconhecimento dos substratos das atitudes sociais, reflexos de mentalidades e comportamentos, apresentando a inst??ncia simb??lica como reveladora das ra??zes arcaicas que nos atam ao trajeto antropol??gico do ser.This study is part of the Research Lines Written Culture, Languages and Learning, based on the studies undertaken by the Group for Studies and Research on Imaginary, Memory and Education (GEPIEM). This is a qualitative research with a socio-phenomenological methodology guided by the principles of convergence of Gilbert Durand. The investigation seeks to glimpse the mythical universe of representations of teaching, demonstrating the ability of photography to express symbols introjected, giving visibility to the imaginary founding of the subjects. It examines the multiple meanings that move this universe of representations (which are to Gilbert Durand presentification their archetypal inheritances), from photo-graphias produced by training and trained teachers, attendees of courses by the researcher in different cities of the state of Rio Grande do Sul, between 2007 and 2010. These images were obtained in response to the provocation "Being Teacher is..." taking as his motto the continuation of the sentence, through photographs. Thus, the photographic language, in this thesis, is characterized as an exercise of introspection activator of creative imagination, as Gaston Bachelard proposes. The inventory and the subsequent empirical analysis of capital allowed the identification of the recurrent symbolic core, determined by significant homologies (repetitions) of symbols expressed by photographic schemes. They were arranged in a chronic form of visual narrative and through the exercise of photo analysis - a methodology for convergence proved significant repetitions present in the universe of symbols of teaching, expressed from different people and places. By weighting on the correspondence between the archetypal imagery speeches that make up the interstices of the research you can access other ways to say and say. In general, this mode of expression allows bringing symbolic "answers", like those in this thesis led to Prometheus, Hermes and Narcissus myths as directors of the universe of representations of teaching. Therefore, this work is revealing the photo of the imaginary presentification referring to the symbolic universe is interwoven Teacher. The research contributes to the construction of these different perspectives and knowledge on the subject, aiming to promote the recognition of substrates of social attitudes, reflected in attitudes and behaviors, with the instance of the symbolic and archaic revealing roots that bind us to the path of anthropological being