A constituição do sujeito professor da educação profissional e tecnológica em um curso do PROEJA : cartografando processos de subjetivação.

Abstract

This dissertation intends to analyse the process of teacher subject constitution of the professional and technological education who works in a technical course, in the PROEJA modality, in a campus of the Instituto Federal sul-rio-grandense. The achievement ways for this research are delimitaded by theorical-methodological choices that tensioned theirselves: the subject constitution in Foucault, crossing over device and resistance concepts and data production with cartographic method. For data registration it has been used a field diary, whose notes form the corpus of analysis of the research. It’s problemized the subjectivities production of the teachers in the midst of the IFSul’s history constitution. It concernes to analyse the truth games that are produced in the power relationship of the research territory. Involved in the IFSul’s plot discourse is the construction of a technical course in the PROEJA modality, whose teachers are the subject of this research. With the cartography, it has been follow the subjectification process of these teachers, while producers of resistance points to the truth games of the institution. Understanding resistances as practices of freedom in the constitutions of these subjects, it has been search the concept of the care of the self, by Michel Foucault, who bring it from the Ancient times as a subject’s attitude in to be uneasy, to devote oneself to himself, to be worried about himself and about the others or, yet, about the world. It’s demonstrated that while the teachers are resisting to the truth games that are put in practice for the continued formation device, they are consisting of theirselves in ethical subjects, in relationship to the moral code that is prescribed to them. However, it must be stick out, reminding Foucault, that’s impossible a total escape from the power relationship. The resistance points cause rearticulations of the device, that result in the permanent relationship between subjectivities production and truth in dispute, in the researched territory. It’s considered, as results for the discussions of this dissertation, that the teacher subject of the professional and technological education who works with PROEJA consists of himself playing the truth games of the institution that is, also, historically building. He’s a subject in construction, in constant production, between conflicts and confrontations, disputes and truths, knowledge and power. He’s an active subject, who isn’t just regulated or managed, but a subject who resists to this regulation, who looks for his freedom possibilities. He becomes worry about himself, alarming his colleagues. Resisting to the truth games, teachers keep themselves in the game, learning how to play.