(Auto)representações de professores de uma escola pública do ensino médio sobre a docência: os processos discursivos de objetivação/subjetivação e as possibilidades de resistência

• Autor(a) principal: Araújo, Maria Dolores Martins de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8027
• topic: Representações; Identidade profissional; Objetivação/subjetivação; Resistência; Professores de escola pública; Contrato temporário; Representations; Professional identity; Objectification/subjectivation; Resistance; Public school teachers; Temporary contract; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This research is configured as a case study with an ethnographic character (ANDRE, 2005; LÜDKE, ANDRE, 1986; MOURA FILHO, 2005; STAKE, 1994), within the scope of the qualitative interpretativist research (DENZIN; LINCOLN, 2006; ESTEBAN, 2010; ROSA, ARNOLDI, 2006) and aims to contribute to the understanding of the process of representation of public school teachers. In order to do so, it is based on the constructs ‘identity and representation’ in the post-structuralist perspective of Cultural Studies presented by Hall (2009, 2011), Tadeu da Silva ([1999]/2001, 2001, 2009) and Woodward (2009). In this sense, representation is understood as a form of attribution of meanings, product of discourses and subject to asymmetric relations of power (FOUCAULT, 1995; TADEU DA SILVA, 1999), and identity would therefore be representational (TADEU DA SILVA, 2009). We also take the contributions given by Foucault (1979, 1995, 1996, 2003a, 2003b, 2004a, 2004b, 2004c) concerning the notions of discourse, subject, relations of power /knowledge /truth, objectification, subjectivation and resistance as well as on Paniago’s (2005) Morgado’s (2015), Silva’s (2016) and Paraguassú’s (2017) contributions on the discursive processes of objectification/subjectivation and the possibilities of resistance of the subject-teacher. In addition, the elucidations of research in the areas of Education are considered (ARROYO, 2000; TARDIF, 2000, 2014). The research involved sixteen teachers from a state public high school of a town in the interior of Goiás. In the data generation process, the following instruments were used: questionnaires (profile and reflective), narrative, interview and the field diary of the researcher. Initially, it was possible to perceive that the identity is representational and is in continuous (trans) formation, so that the professional representation involves the life histories of each of the teachers, their social reality, the context in which they live, financial conditions, family issues and representations (objectifications) around teaching. They (re)construct their identities through relationships with the work context, with socially recurrent discourses, with a national educational policy, and from relationships with one another (Seduce, direction, students, parents, co-workers), and power relations integrate the whole process. Thus, the subject teachers are an effect of power, a product constituted from the productive power-knowledge-truth relationship, but also, subjects who find micro-practices of resistance. Our analyzes show the productivity of power and the “perpetual and multiform struggle” between power/ knowledge /resistance. However, since the power of the teacher is a micro-power, its resistance, predominantly, is in the sense of denying the objections imposed upon him/her. Thus, this research may be relevant because it allows conditions for reflection on the teaching profession of the public school in Goiás in the current political-social context, opening space for these professionals to (represent) themselves.