Processo de subjetivação do professor de língua portuguesa: uma leitura discursiva

Abstract

French philosopher asserts that the mechanisms through which individuals construct their story will be called modes of subjectivity (Foucault, 1984). One of your senses with regard to how the individual establishes relationship with himself. In the pedagogical discourse, there is a whole lexicon that converges to these forms of relationship with yourself. Thus, to know yourself, be estimated, control yourself, discipline yourself are reflex actions that are building these forms of relationship (LARROSA, 1994). Therefore, self-knowledge, self-esteem, autonomy, discipline are terms that make up and reflect this speech itself, as argued by Larrosa (1994). This guy turns to itself can not be thought ahistorically, dissociated from discourses and power relations. Power relations establish the ways in which teachers see themselves, they see the student and understand their pedagogical praxis. In this context, the extent to which the teacher of Portuguese, from the experience of himself, subjective, reveals identities in the tessitura of their stories? To weave the fabric of their professional experiences, as the pedagogical discourse crosses? To answer these questions, it is necessary to look at the discursive thread and interdiscourse, the words that anchor the subjectivity of the teacher from the socio-historical and ideological place where you are. In this sense, this study was intended to understand how this process takes place in the teacher of Portuguese, based on their experiences in the section narrativizadas magazine portraits Working knowledge: Portuguese. We will take as a methodology, the use of discursive sequences (SD) taken six reports of the subjects teachers. We anchor our reflection on the lookout Analysis of French Discourse (ADF) of Pêcheux and especially of Michel Foucault contributions to the theoretical field.