(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
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Data
2017-11-16
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Universidade Federal de Goiás
Resumo
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.
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Citação
ARAÚJO, M. D. M. (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. 2017. 151 f.
Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2017.