Escritas de professores e processos de subjetivação de SI

Abstract

This paper aims to analyze, in autobiographical reports of teachers in formation, discourses about "being a teacher", whether they are anchored in “positive or negative” representations. In a Foucaultian approach to the subject, the choice to investigate through autobiographical reports is guided by the assumption that the subject is constituted in and by language, so that the “writing of oneself” also constitutes spaces for the production of subjectivities. where representations of the subject's life emerge in the relation of language to history. In the case under study, these representations include the trajectory of teacher education. In this paper, we analyzed 43 reports written by teachers of a training course in Letters / Portuguese by the Federal University of South and Southeast of Pará-UNIFESSPA. The reports are the result of reflections made during internship practices or in moments of reflection on their formative processes at the university. The process of analysis of the reports occurred based on the identification of utterances that evidenced a greater occurrence of enunciative regularities about the teacher, from which we highlight three axes of discursive regularities: 1) Denial of parents' right to education; 2) Late admission of teachers to school; 3) Identification processes with being a teacher. The perspective that guides the research is that the “writing of oneself” (FOUCAULT, 1992), situated in a context of formation, can favor the apprehension of meanings resized for different aspects that interfere in the subject's relationship with his own formation. in relation to otherness, translated into knowledge, power, resistance, etc.