Resumo

BARROS, Kellen Dias de  e  ALVES, Luciana Pires. The self-report and listening to the Other - violence and responsibility in the teaching narratives. Rev. Diálogo Educ. [online]. 2021, vol.21, n.70, pp.1019-1035.  Epub 20-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.070.ds01.

Our article arises from reflections on the ethical implications of listening to teachers' self-reports during research with everyday life. When researching what do we do? Is researching the soul of another? The senses of discourse? Is it an attribution of meaning beyond the existence of the object or subject? Could the research be based mainly on listening and not on what is said about what was heard? This exercise takes place in the context of bimonthly study groups with the teachers of a municipal school in the Duque de Caxias, Rio de Janeiro. We have as triggers of the movements, the reading: literary or anthropological and it is what moves us (fieldwork). Instead of questioning the teachers through the discourse of resistance and confrontation, we can trace an expedient of understanding when we cross many of the thresholds present in the ways of approaching the teaching speeches and interrogating the limits of the epistemics and politicians belonging to the paradigms informed by the patriarchy. Our research involves assuming our unconditional openness and what we can perceive in it during the exercise of listening to other professionals of faith: the school teachers. And this article is the result of that expansion. One of the unsupported results of the listening experience. We listen and do not teach something objective that will change the teaching action so that we can measure, qualify, quantify ... we modify each other, in some measure, not measured, when trying to open ourselves ethically to the Other.

Palavras-chave : Narrative; Listening; Cartography; Teaching and Alterity..

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