lived experience

The first point consists of being aware that the education of the teachers concretely those of secondary education needs to assure besides the theoretical and technical dimensions of the task of teaching the <ethical-pedagogical> dimensions in a deep sense. From there, this study has an aim: to shed light on a good part of what Van Manen has been discovering through his numerous reflections and researchs on the theory and practice of the <ethical-pedagogical responsibility>; a disposition that is in the heart of every real teacher-educator, after to have received a global education.

In this line, the interest of this study consists in the deep understanding that Van Manen has obtained on this essential attitude, a disposition present in all authentic relation between an educator and a child. In this sense, in this study one stands out that, according to Van Manen, in the practice, the most essential of all good educator is his/her intense experience of <ethical-pedagogical responsibility>.

A contribution also new of this article consists of illustrating all the previous one with an <real example commented> selected of a phenomenological-hermeneutical research conducted by the author of this study, in order to make as visible as possible how the teachers who have a very great pedagogical responsibility are able to put in practice with naturalness that essential disposition, subject of this study, so that the reader-educator feels highly the attraction to emulate in his/her own educational practice this pedagogical responsibility.

This article studies the daily experience of pedagogical hope, that educators maintain with respect to the children and young people entrusted to their pedagogical care as well as their sense and importance for the daily educative practice. This phenomenon is lacking in systematic study specifically from lived experiences perspective. This study adopts the hermeneutic phenomenological methodology proposed by van Manen. Within this approach, methods to gather lived experience (which are of a more descriptive nature) and methods of analysis/ reflection on this experience (which are of a more interpretative nature) have been used. Basically, experiences of pedagogical hope have been compiled as Lived-Experience Descriptions offered by a numerous group of educators. As a result of the reflective work, a set of essential structures of the phenomenon have been obtained. These meanings are presented as a phenomenological text that evocatively describes and interprets the nature and sense of pedagogical hope. Pedagogical hope is essential in educational work, promoting real transformations in the lives of many children and young people.