Processo cognitivo da consciência e o desenvolvimento das práticas emancipatórias no contexto da formação política dos professores da SEDUC-Parintins-AM

Abstract

The general objective of this research was to analyze how the cognitive process of conscience can contribute to the emancipatory practices related to the Political Formation of SEDUC-Parintins teachers. And as specific objectives: 1 - To identify, in the literature of Neurosciences and Cognitive Science, the epistemological foundations of the cognitive process of consciousness and its function for the development of the political formation of the teacher; 2 - Show how SEDUC-Parintins teachers conceive conscience in their teaching practice, and how it influences their political perception; and 3 - Ponder about the limits and perspectives of the contribution of knowledge of the cognitive processes of conscience in the scope of the political formation of teachers at SEDUC-Parintins. The construction of this study was based on the Critical Hermeneutics of Paul Ricoeur, being a Qualitative Research, based on the theoretical assumptions of Freire (2010); Damásio (2000; 2012; 2015); Kincheloe (1997), Ricoeur (1990; 2013), among others. The research had as subjects a group of 11 state Basic Education teachers. Six (06) public schools of the state education network (SEDUC-AM) were chosen, located in different areas of the city of Parintins-AM. For data collection, a Semi-structured Interview was used with 07 (seven) guiding questions that were answered in person and privately at the school where the teacher is working. A Questionnaire composed of 13 questions was also applied, with an interval destined to obtain the appropriate answers and justifications. The results reveal that the public education system of the state network of Parintins does not favor the political formation of the teacher, preventing teachers from effectively understanding and teaching important political issues, thus limiting the ability of students to understand and participate in the political process. It was possible to verify that the interviewed teachers conceive conscience as a complex process that involves both individual perception and critical reflection on social reality. Furthermore, this conception of conscience is directly related to their political perception, since professors who have a more developed conscience tend to present a more critical political perception and engaged in relevant social issues. However, it was also possible to identify that many teachers still have a limited conception of conscience, which can negatively affect their political perception and their ability to engage in emancipatory practices. Some limits and challenges were also identified in this regard. One of the main limits is the difficulty of building a single and universal approach to the cognitive process of consciousness, since it is a complex and multifaceted phenomenon. The application of knowledge about consciousness in the political formation of teachers can demand a high level of critical reflection and analytical skills, which can be a challenge for some teachers. On the other hand, the contribution perspectives of this knowledge are quite significant, since the critical reflection on conscience can help teachers to develop a more critical and engaged political perception, as well as to better understand the complex social and political relations. Therefore, despite the challenges and limits, it is possible to state that reflection on the cognitive processes of consciousness can play an important role in the political formation of teachers at SEDUC-Parintins.