Constituição da subjetividade docente: as implicações na prática educativa

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The path to the production of this Master of Arts in Education research is set within the field of subjectivity, and is thus grounded on the psychoanalytic framework, which posits the concept of the unconscious subject, a central notion in psychoanalysis. Subjectivity is understood as a cleavage (conscious and unconscious) as well as focusing on the subjection of the subject to the symbolic field the psychic record related to the language domain to which the human being must be submitted at birth in order to become human. In this view, the study presents a reflection on the constitution of teacher subjectivity, taking into account the unconscious aspects that arise from this continuous coming into being, and its implications in the educational context. In education, the existing gaps regarding the understanding of the uniqueness of each subject and its effect on educational practices reinstate the centrality of the concept of the subject in teacher education. This study uses a qualitative approach and seeks to point out the primal marks and the inscriptions which constitute the teacher-as-subject, understood as vestiges, signs that continue to produce effects in the educative action. Memory is recognized as the main core of the theoretical framework of the Freudian construction and determinant for the understanding of the actions and choices of the subject. The data analysis considers the unconscious processes that constitute the human being, pointing out the vicissitudes which the subject goes through in the formation of his or her teacher identity. The research is based on the analysis of narratives of school memories of a group of 41 public and private school teachers of the Federal District who participated in the Extension Course School Memories and Teacher Subjectivity: from the imaginary to the symbolic (Curso de Extensão Memória Educativa e Subjetividade Docente: do imaginário ao simbólico) held during the second semester of 2005, in an institutional partnership of the postgraduate programs of the School of Education of the University of Brasilia (UnB) and the Catholic University of Brasilia. The results indicate: the importance of recognizing the vicissitudes and experience along the path of the teachers development that mark the constitution process of his or her teacher subjectivity, unveiler of classroom manifestations and attitudes; that the educative process can be resignified from an understanding of the subjective aspects and its unconscious dimension as constituent elements of the teacher identity; and that within the scope of teacher education, it is essential to consider the subjective processes, through the personal dimension, in the core of the constitution of teacher subjectivity, in order to make qualitative changes in the educative relationships.

ASSUNTO(S)

dimensão inconsciente cenário educativo educacao subjetividade docente teacher subjectivity unconscious dimension formação de professores educative setting teacher education

ACESSO AO ARTIGO

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