A descoberta da empatia como ação docente para lidar com a indisciplina - um relato de experiência

Abstract

Scientific literacy is a goal of human development, whose definition adopted in this experience report is the one proposed by Edith Stein, which encompasses the internal structure of the person and his community relationships. It can be achieved in formal education from the teaching-learning process, carried out in a meaningful way, according to David Ausubel's theory. For this to happen, it is important for teachers and students to work together in the classroom, as well as for the school management team and the family in contexts outside of it. If there is no collaboration from the student, indiscipline occurs, a sign that informs a meaning, which the teacher must capture. There are several personal reasons that can cause this, such as lack of interest or, in the most serious cases, issues related to the student's mental health. This work consists of a study of experiences of my teacher training process, with emphasis on my initial experience as a science teacher. The analysis of these focuses on the phenomenon of indiscipline, the investigation of its causes and the solutions I found to overcome it. From my experience in the classroom, I want to show that, in their training, teachers must have the necessary subsidies to act in an empathetic and loving way with their students. It is expressed in attention to the person and his interests, in sincere and friendly dialogue, to create a relationship of trust and overcome indiscipline in classroom.