Formative potential of reading phenomenological texts from the perspective of Van Manen

This paper is focused on the great formative potential hidden in the experience of educators' reading a unique type of pedagogical text. Specifically, in this study we analyzed the potential formative nature of the phenomenological texts which are, at the same time, the final outcomes of phenomenologic-hermeneutic research as they are understood and applied by Van Manen and his followers. These texts are, essentially, different to many others that are usually offered to educators in their training process. Indeed, the contents of these texts are rich in phatic, literary, expressive and, even poetic elements, which powerfully invite educators to question their previous pedagogical attitudes towards their daily educational experience. The article also includes empirical research from a practical point of view, focusing on the reader's experience of meaningful phenomenological texts using a sample of teachers. Finally, the paper confirms that the formative potentiality hidden in the reading of this type of text brings positive and promising evidence, as thought. © Ediciones Universidad de Salamanca.