Transformative Reeducational teachers experiences: the Educandário Humberto de Campos
Vigotski; Education; Experience; Transformative Education; Reeducation
In this investigation, we argue that it was necessary for educators to experience different ways of carrying out education, in a transformative perspective, so that, through a reeducational process, something new emerges in their practices and a transformation occurs in the educational environment. For that, we investigated the experiences of seven educators from Educandário Humberto de Campos (EHC) for a little over four years. The educators went through a Transforming Exchange where they visited socalled transforming schools in different parts of Brazil and participated in an effervescent reeducation process at the EHC. We used their speeches in several recorded and transcribed interviews and school circles, as well as the reports written by the educators, including a book from these Exchange experiences (COSTA et al., 2020). Our investigation used Vigotski's Historical-Cultural Theory, where we conceptualized, among other aspects, what is experience, education, the act of educating and transforming education. The research theoretically expanded what we call reeducation in this teaching context. Finally, we synthesize, among other discoveries with EHC students, the intense presence of these teachers' work with values, in the cultivation of autonomy, in the care of their emotions, in the consideration of their individualities, among other aspects. In the end, we were able to observe that the process towards a transforming education took place vigorously in the EHC from different perspectives.