Processos de subjetivação docente: sentidos de ser professor dos anos iniciais do Ensino Fundamental

Abstract

This work intends to investigate how the processes of teaching subjectivation and the meanings of being an elementary school teacher take place in dispute in the curricular proposals of the city of Rio de Janeiro. The justification for such investigation is based on understanding how the processes of teacher subjectivation (the multiple meanings of being a teacher) are constituted in the municipal curriculum policies Multieducation (through the signifiers “Multieducation” and “classroom the size of the world”) and Documento Curricular 2020 (through the signifiers “competencies” and “skills”), their possibilities of meanings and the relationships with the demands of the social. In addition, the texts under analysis refer to the municipal education network in Rio de Janeiro. The choice for the curricular policies of Multieducação and Documento Curricular 2020 is justified because they are specific moments in the curricular policy of Rio de Janeiro. The potentiality of the political game of the meanings that they intend to produce concerns the context in which the policies were presented, the way they were conducted and the fixation attempts that aimed to place on the signifiers chosen here, the dispute of meanings. It is in this balance of meanings in relation to the issue of teacher subjectivation processes, that the discourses will present themselves and dispute the provisional, partial and momentary fixation, allowing us to analyze the articulations that arise from it. In one direction, Multieducation presents itself as a differentiated and bold policy for the context of the time; On the other hand, the Curricular Document 2020 policy presents itself at a time of transition with the enactment of the BNCC (Base Nacional Comum Curricular). In this way, this instigates us to research the meanings that both policies bring and what possibilities of meaning they can impact on the processes of teaching subjectivation in teachers from the early years to the present day in relation to the municipal curriculum policy of the Municipal Department of Education. Education in Rio de Janeiro (SME/Rio). As specific objectives we have: to analyze the processes of teaching subjectivation in the municipal curricular proposals of 1996 and 2020; to relate the impacts of contemporaneity in the processes of teaching subjectivation and to investigate the discursive fixations in official documents in relation to municipal curricular policy that impact teaching subjectivation. As a theoretical and methodological aspect, we will use bibliographic and documental research. Bibliographic and documental research is important insofar as the texts, documents, are also discourses and sources of information and problematization that helped me to compose the analyses. To assist me in this research, I bring as theoretical references Ernesto Laclau and Chantal Mouffe, Stuart Hall and Zygmunt Bauman. In Ernesto Laclau and Chantal Mouffe, I highlight the Discourse Theory to understand the discursive processes in curricular policies, correlating in this analysis the categories of hegemony, antagonism, logic of difference, logic of equivalence, empty signifier, floating signifier, subject and nodal points. In Stuart Hall the contributions on the concept of identity and its relations with contemporaneity. In Zygmunt Bauman, his reflections on identity in liquid modernity.