Abstract

Self-Blossoming: an Approach to Understanding the Identity Construction in Some Teachers From Medellin. Aleth. rev. desarro. hum. educ. soc. contemp. [online]. 2015, vol.7, n.2, pp.146-175. ISSN 2145-0366.

This article is result of the research "Self-blossoming: An approach to understanding the identity construction in some teachers from Medellin" which explored multiple possibilities for blossoming in six teachers of public and private institutions from Medellin. The research pretended to reflect about the teacher as subject in an educational environment that has become more instrumentalist, forgetting one of the main aspects of education: The prevalence of human. Self-blossoming is presented as a possibility to recognize teachers, their identity and their role as authors of their own biography, in the frame of an education for transformation and self-care as path in order to understand and undertake the care of others. The research was carried out through a comprehensive investigation model, with a hermeneutic- phenomenological approach, as self-blossoming is an event of plural nature lived by a single subject. The participants in the research where six teachers of different educational institutions from Medellin, with diverse degree levels and teaching areas, chosen by a focal group. Narratives were the path in order to access the symbolic world and to approach the multiple ways in which self-blossoming is undertaken. Therefore, we expect to comprehend the identity configuration and the possibilities of its blossoming. The following authors were taken into account: Katya Mandoki, Charles Taylor, Hélena Béjar, Michael Foucault, among others. Our main findings are related to identity in three basic aspects: Being a teacher to have a place in the world, identity as good aspiration and moral horizon, and finally, identity configured in recognition relations.

Keywords : Self- Blossoming; Identity; Recognition; Moral; Teacher.

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