Condições de produção e formações imaginárias da constituição da identidade docente: uma análise do discurso

Abstract

Education in Brazil has been reconfigured allowing a dialogue with the technologies and with the new scenarios that house both the school and the teachers. In this sense, this dissertation seeks to analyze the constitution of the professional identity of teachers at the beginning of their career, having as a space of action the school that, crossed by the context, is constantly modified. For analysis, three interviews were carried out with teachers from the municipal school system of the city of Uberaba/MG, women aged 36, 37 and 38 years, with a duration between one and four years, in the same institution. An in-depth interview was proposed, along the lines of the Thematic Life History technique, and the use of a field diary aimed at the researcher’s scientific perception during data collection. Under the interpretive lens of the French line Discourse Analysis and the theoretical devices such as production conditions and the imaginary formations constructed in the discourses of the participants, sought to grope the constitution of professional identity as a continuous process marked by the same specific events of the career, but the meanings and meanings constructed result in differentiated discourses. The results indicate that teachers at the beginning of their career attribute to extrinsic factors: financial stability, speed in vocational training, teacher internships, rapid entry into the labour market, identification of the positive results of the learning process and recognition of teaching in a transformative activity as facilitators of professional development. Extrinsic factors, considered difficult are: professional devaluation, low pay, deficit structure of Brazilian public schools, excessive work load, absence of the family in the school life of children, administrative activities and the failed and discrepant continuing training. The intrinsic factors that facilitate teacher training and the development of the teacher’s professional identity are: the interest in studies, the influence of other outstanding teachers, the recognition generated in children who admire and mirror themselves in their teachers. And finally, the intrinsic factors that hinder the training process are: physical and psychological wear; lack of autonomy, management of professional activities and family relationship, as well as psychological development aimed at the profession. Therefore, discussing the constitution of identity allowed us to understand the conditions of production of the discourses elaborated by teachers who integrate Brazilian public education and also to present which aspects directly affect the teacher’s professional training.