Resumo

FERNANDEZ GUAYANA, Tany Giselle. Phenomenology as the Responsibility of the Other: A Study on Teaching Vocation. Educación [online]. 2020, vol.44, n.1, pp.390-408. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v44i1.39145.

The results of a phenomenological study are presented with the goal of understanding and describing the meaning that teachers attribute to their responsibility as educators. Preschool, Grammar School, Middle School and High School teachers as required by Colombian law, participated in this study. This research was qualitative with a phenomenological methodology of responsibility enshrined in: resignation, concern, openness, giving and affection towards the Other as well as Max Van Manen´s space, temporality and materiality. Data gathering techniques included phenomenological interviews. Results reflect that experiencing educational responsibility is based on a process where teachers must become detached and open to the overwhelming presence of students and, thus, respond to the demands of the Other: a response to ethical demands. To conclude, one can state that a teacher´s responsibility towards education is a vocation towards the Other. We recommend broadening faculty selection criteria for future studies as well as applying phenomenology of responsibility to other educational agents.

Palavras-chave : Phenomenology; the Other; Responsibility; Educational Vocation; Teacher.

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