The shutzian phenomenological approach and its application in understanding the pedagogical practice of the final years of fundamental education

Abstract

This article highlights the methodological aspect of the research carried out in the master's program. it is here to show the internal coherence between the object and the chosen methodological approach. Of a qualitative nature, the research was developed with teachers from the municipal public network, through semi-structured interviews decoded by content analysis. In this way, metanarratives were produced, material necessary for understanding the meanings attributed by teachers to the pedagogical practices they develop. Following this perspective, it was possible to understand the meanings of pedagogical practices attributed by teachers, from the final years of elementary school, as

phenomena linked to the context of their social interactions, due to the interpretive processes they use when dealing with situations. The Schutzian phenological approach allowed the perspective of pedagogical action as an action endowed with meanings that, when revealed, through research, allow the enunciation of different configurations of practices, marked by idiosyncratic beliefs and values, even though government prescriptions are included there.