QUALITATIVE RESEARCH: UPSET TEACHER IN THE DIVERSIFICATION CURRICULUM PHENOMENOLOGICAL LOOK

Abstract

The research was carried out with the purpose of understanding teacher discomfort and its essence in the process of curriculum diversification, considered as a shared and not individual problem that teachers suffer in their work. The field work was carried out with six teachers of Secondary Education in the area of history, geography and economics in the province of Huancané, Puno region. Personal anecdotes were collected through conversational interviews and experience analysis, according to the phenomenological-hermeneutical method processes. The tasks allowed identifying individual physiognomies that show insecurity, distrust, confusion, dissatisfaction and, in the group appearance or emerging category, teacher discomfort. The meanings of the experiences ved by teachers show that there are little explored factors that generate discomfort and create needs. In perspective, dialectic interaction approaches with an impact on the teacher, in their particular way of being and professional performance are required.