Autoformação do mestre gestor: experiência e espiritualidade

Abstract

The present dissertation is motivated by the intellectual challenge of revisiting the formative experiences of the researcher herself. Based on this aim, it is a question of shedding light on how the process of personal formation occurs along the professional trajectory in the teaching profession and, in particular, how it occurs in the experience of educational management driven by the permanent tension between governing oneself and to gover the other ones. In this context, it investigates Michel Foucault through the work Hermeneutics of the Subject, in order to understand human formation as self-formation, which allows to put again the figure of the master. In this research, the master is presented as a master-manager, as one who takes care of the care that the other has about himself. Through the concept of spirituality developed by Foucault, the study focuses, with all possible radicalism, the crucial question of human experience concerning the conduction itself of human life: What human being has done and what he is doing of himself and what he will do henceforth? Taking this question seriously requires a deep process of transformation from the subjects and makes the investigation propose yet another question: What does mean formation as self-formation in the practice of educational management and how does it occur as it is interpreted through the perspective of the care of oneself? Based on this issue, educational management is thought through the permanent tension between care of oneself and care of others, implying a constant exercise of self-reflection and re-elaboration of one's own experience. In this movement, the manager, here conceived as a master, assumes an important place in the scenario of human formation, relighting his pedagogical role to mobilize both his self-formation and that of his disciple. In Foucault, as well as in Western classical thought, the figure of the master became essential to lead the disciple to experience himself as an ethical subject of truth. It is concluded, in an analogous way, that the same occurs with the role of the figure of the master-manager as someone capable of conducting oneself and conducting his disciples in the task of well care of themselves. In this sense, studious leisure, applied to study, reading, writing and meditation, is shown to be fundamental for the formation and self-formation of subjects.