EXPERIENCE REPORT OF A DOCTORANDA IN THE TRAINING AND RESEARCH ROUTE IN THE DOCTORATE IN UNR-AR EDUCATION: KNOWLEDGE, SENSES AND UPDATING

Autores/as

  • Marnice Araújo Míglio Valamatos Universidad Nacional de Rosario-Argentina
  • Daniel Lesteime Universidad Nacional de Rosário-AR

DOI:

https://doi.org/10.51891/rease.v8i10.7045

Palabras clave:

Experience Report. Formative/investigative path. Doctorate in Education.

Resumen

The objective of this article is to report the reflective experience experienced and elaborated during the training course as a doctoral student of the doctoral program in education at the Seminar on Education, Philosophy and Epistemology, held from January 9 to 14, 2020 at the Faculty of Humanities and Arts of the UNR in Rosario-AR, in which the professor of the discipline during the seminar encouraged and challenged the doctoral students regarding the need to think philosophically about reality, insisting on the need to assume the tension between philosophy and philosophizing. For the narrative of this experience we are inspired by the theoretical framework of Merleaupontian phenomenology for allowing us as researchers to seek the meaning of experiences as they are being lived (MARTINS and THEOPHILO, 2009), describing our perceptions and feelings perceived in this process in a phenomenological attitude. And also, the biographical approach of Josso (2005) as a research-training methodology that discusses the transforming power of narratives, emphasizing that in the formative future it allows the exercise of "self-training". Thus, during the seminar, the need to think philosophically about reality was shown, considering philosophy as a field of knowledge and a reflexive and critical way of thinking, in order to rethink education from our situation. Based on the authors studied Japers(1984), Díaz (2017), Carpio (2004), Lesteime (2019) Ranciére (2003), Antelo (2015), Frigerio (2003), Cullen (2013), Freixas (2006), Foucault (1994), Meireu (1996). The reflections and discussions carried out in this learning itinerary in doctoral training provided new learning, knowledge, skills and competencies necessary for our teacher-researcher training, contributing significantly to the (re)construction of our project and research problem, having been also a time of great human and intercultural development.

Biografía del autor/a

Marnice Araújo Míglio Valamatos, Universidad Nacional de Rosario-Argentina

Licenciado en Pedagogía de la Universidad Federal de Amazonas, Magíster en Enseñanza de las Ciencias de la Universidad Estatal de Amazonas, Doctorando del Programa de Doctorado en Educación de la Universidad Nacional de Rosario-Argentina.

Daniel Lesteime, Universidad Nacional de Rosário-AR

Experto en Educación, Filosofía y Ciencias Sociales, con orientación en gestión, teoría, filosofía e historia de la educación. Docente e investigador en educación y filosofía. Profesor del Doctorado em Educación en la Universidad Nacional de Rosário-AR / Facultad de Humanidades y Artes.

Publicado

2022-10-31

Cómo citar

Valamatos, M. A. M. ., & Lesteime, D. . (2022). EXPERIENCE REPORT OF A DOCTORANDA IN THE TRAINING AND RESEARCH ROUTE IN THE DOCTORATE IN UNR-AR EDUCATION: KNOWLEDGE, SENSES AND UPDATING. Revista Ibero-Americana De Humanidades, Ciências E Educação, 8(10), 1679–1700. https://doi.org/10.51891/rease.v8i10.7045