Craftsmanship and labor of being teacher: a theoretical reflection

Abstract

This study seeks a theoretical reflection on the importance of the teacher’s role in the context of craftsmanship, teacher training, and experience through a redefinition of the teaching profession. Drawing on the conceptualizations of various authors, this article proposes a reflection on craftsmanship and the teaching profession within the realm of experiential knowledge and representation of teaching practices. It aims to explore whether experiences are shaped by teaching practices in a formative context of life, humanization, and the construction of experiential knowledge. The methodological design of this study is based on a literature review of an exploratory nature, drawing on the reflections of authors such as Larrosa (2019), Sennett (2021), Pimenta (1999), Tardif (2002), Nóvoa (2022), García (1999), among others, who offer new paradigms for conceptualizing craftsmanship, the teaching profession, and experience as the identity of teaching knowledge. The study is organized into four sections, with the first addressing the methodological approach to researching this topic. The second section discusses craftsmanship and the teaching profession in the context of self-formation. The third section focuses on the experience and representation of teaching knowledge, while the final section presents the concluding remarks on the proposed topic. Through this study, it is hoped to contribute to reflections on the conceptualization of craftsmanship, the teaching profession, and experience as the practice of teaching knowledge.