Encontrando o sentido de ser um educador: a história de um estudante mediano que tornou-se professor tutor de resiliência

Abstract

Stories of teachers who claim to be motivated and happy with their work are rare and go against the picture of discouragement about the profession that most report. In the midst of the current demotivating scenario, pressure and social demands are also present factors that undermine the mobilization of education professionals. However, from the observance of the Sociology of Improbable Success (BERGIER & XYPAS, 2013) we believe that the path of professional wellbeing is based on the gradual construction of the relationship with knowledge, based on the theory of B. Charlot (2000; 2001; 2005). ), and that it is possible to feel fulfilled being a teacher, reaching the point of becoming a Resilience Tutor, according to Cyrulnik (2004; 2005). The present work deals with the case of an unmotivated student who, along the way, found himself in the middle of the educational game that, finally, led him to professional sanction.