Ócio do ofício : contribuições da pedagogia do ócio para a formação de professores

Abstract

This thesis researched the relationship between leisure and teacher’s formation. Leisure is a free chosen time, lived with autonomy, pleasure and autotelic. Thinking over these themes, the thesis singles out leisure as an important value to human life, and a value significant to continuous teacher’s formation. The starting point of the research was the question “how does leisure and leisure pedagogy influence teacher’s formation?” To discover the degree of acknowledgment and importance the human studies teachers place on leisure for their permanent formation and how do they demonstrate this value in their formation. To find it, the research recovered from the literature a positive view of leisure, as culture maker; assumed education as a human development, which can’t just be restricted to work, but also to free time, and presented self-formation strategies which emerged from the teachers memories of leisure that they lived to create their praxis, from their own dialogue. Starts with the assumption that the teachers formation is guided by an education directed at work and not leisure, as human development. According to the mode of philosophy, the thesis proposes a dialog between bibliographic theoreticians and living theoreticians. The living theoretician’s – four human studies’ teachers who work in basic studies at private schools in Cuiabá city – had their thoughts collected by semi-structured interviews. The The bibliographic theoreticians who discussed leisure and education were Aristóteles, Sêneca, Pieper, Lafargue, Russel and De Masi, who talk about leisure as a human value; Puig, Trilla and Cuenca Cabeza introduce the basis of the leisure pedagogy; and also Freire, Rios, Carvalho, Contreras and Marcelo Garcia who talk about education and teacher’s formation. At the end of the dissertation, the thesis recognizes the importance of leisure to education, especially so that the teachers train themselves with autonomy and teach as enablers of knowledge and not only regorgitators of already existing knowledge. At the moment, leisure is a utopian value to teachers’ formation, because it isn’t recognized or chosen as a development strategy.