Ethics and aesthetics in times of reaffirmation of being a teacher: voices of those starting their careers

Abstract

This article presents an excerpt from a master's thesis that investigates meanings attributed to ethics and aesthetics in teaching by newly graduated science and mathematics teachers, when invited to recall their experiences with the Programa Institucional de Bolsas de Iniciação à Docência (Pibid), in the mandatory supervised internship and their first classes as undergraduates. Data were collected through interviews with three teachers and analyzed using the instrument of “meaning cores” developed by Aguiar and Ozella (2013) to apprehend meanings, based on Vygotsky's cultural-historical theory. This article focuses on the process of identifying meaning cores from the analysis of a participant’s answers to the interview. It revealed elements related to ethics and aesthetics in the meaning cores that evidenced the reconstructions and reflections that highlighted the participant's process of initial training as a teacher, the affection for students and her commitment to the work developed.