De raspa do tacho a herói: as identificações dos sujeitos professores de uma escola estadual de tempo integral de Manaus- AM

Abstract

Teachers make up the body that underlies teaching in schools. Common sense still sees them as the subjects charged with teaching classes, passing on knowledge and facilitating learning. It is known that these interpretations have changed and they are not unanimous among scholars in the field of education. For these, teachers are those who promote possibilities for the production or construction of learning. Although there are multiple understandings about the teaching function, the fact is that it is still on the shoulders of these educators that rests the mission of teaching something to someone in the school environment. The objective in this work is to know the identifications of the teachers of a state full-time school in Manaus-AM that are captured through their reports. Centered on the Analysis of the French Discourse, under a Foucaultian perspective, the research was guided by the essential concepts of power, knowledge and subject, seeking to contribute to the reflection on the subjectivities engendered by these subjects and their otherness. The approach used was a qualitative one, through the collection of data through interviews with a semi-structured script, which sought to highlight the discursive and non-discursive practices that impact the process of subjectivity in the state public education of Amazonas.