ARTICULATION OF EDUCATIONAL PRAXIS AND TEACHER SELF-CONCEPT: A PHENOMENOLOGICAL LOOK AT THE KNOWLEDGE CONSTRUCTION PROCESS

Abstract

Educational systems have historically had a reinforcing role for each human being, social norms and standards are different in each culture and have been significantly transformed over the centuries, however the teacher has had the need to resignify himself as a human being and reconfigure his educational praxis according to the image he has of himself, which is why the self-concept adds to his educational praxis substantial elements that give sustainability to the construction of knowledge. This research was carried out under the qualitative paradigm since the subject to be dealt with is related to socio-cultural phenomena, it also assumed a humanistic stance to understand the social reality of the key subject that is part of this study, the method used was the phenomenological, this achieved an approach, comprehensive, cooperative and unblocked, insertion, the otherness to achieve conscious intellectual elaboration; and construction, reflection, to uncover the teachers' own thinking.