Resistência E Microabandonos Na Constituição Da Subjetividade Docente

• Ano de defesa: 2017
• Autor(a) principal: Freitas, Alexandre Marques De [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Micro-Abandonments; Teaching Practice; Subjectivity; Teaching; Resistance; Microabandonos; Exercício Da Docência; Subjetividade; Magistério; Resistência
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5168128; http://repositorio.unifesp.br/handle/11600/50214

The objective of this work is to approach the production of teacher subjectivity within the modern school. To do so, it will be analyzed, from a microcontext of basic education, how teachers define themselves from a professional point of view and how they conceive the exercise of teaching in comparison to their expectations when they join teaching . This discrepancy between the ideal and actual exercises of teaching may have the most diverse explanations. Particular attention will be paid in this research to the resistance of the school community in general and pupil in particular to conform to the traditional schemes through which school institutions operate. The lack of support and rejection experienced by teachers as a group carrying a knowledge that, from the point of view of an increasingly utilitarian society, is little valued and in the practice of an activity whose prestige is proportional to the sacrifice and willingness to work without significant financial compensation, have important effects on teachers' self-image. The complex and often tense relations with the student body, together with the lack of reasonable working conditions, contribute to the constitution of a teaching subjectivity characterized by a set of microabandonos; small and daily renunciations of ideals and practices seen as essential at the beginning of the practice of the profession and which are gradually abandoned over time, as a strategy for remaining in office and also as a means of reaction and refusal to a set of circumstances that aim at diminish the role and importance of the teacher himself as subject. Having as a theoretical framework the philosophy of differences and based on authors such as Deleuze, Guattari, Foucault, among others, the efforts of this text will focus on the micro-elements of teaching practice, in an attempt to capture what escapes the explanations that tend to the generalizations that depersonalize the teacher in the exercise of his work.