Ontopsychological Pedagogy and the educator in training

experiences lived during a curricular internship

Abstract

This article originated from reflections on the curricular internship practice of the Pedagogy course at the Federal University of Santa Maria. This experience report arose from revisiting memories, personal notes of experiences and practices that took place during the internship, and the final records contained in the internship reports. This period was fundamental to understand how the emotions experienced by the teacher, when leading the learning processes of children, inform, structure, and define the way in which learners react. As we become aware of our emotions and learn to observe and consider our psychic activity, we realize that we can carry out a more coherent educational practice with the purposes we establish. The context of the pedagogical practice of the school and the classroom is rich for the teacher to learn about the inner life of human beings and to become a place of realization for both the teacher and the children. It started from the understanding of Ontopsychological Pedagogy, which brought discoveries from the semantic field and the In Itself ôntic, knowledge that was internalized and lived; the reports provide evidence of how these concepts were important for our professional formation in pedagogy.