Docência na Universidade Estadual de Goiás: (auto)representações de professores formadores e seus atravessamentos

• Ano de defesa: 2021
• Autor(a) principal: Araújo, Maria Dolores Martins de
• Orientador(a): Lima, Lucielena Mendonça de
• Banca de defesa: Lima, Lucielena Mendonça de, Sousa, Kátia Menezes de, Fernandes, Eliane Marquez da Fonseca, Sousa, Odália Bispo de, Oliveira, Hélvio Frank de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RMG)
• País: Brasil
• Palavras-chave em Português: (Auto)representações; Professores formadores; Objetivação/subjetivação; Resistência; Universidade Estadual de Goiás
• Palavras-chave em Inglês: (Self)representations; Teacher trainers; Objectivation/subjectivation; Resistance; State University of Goiás
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12813

This thesis investigates the (self)representations that professors of undergraduate courses at one of the campuses of the State University of Goiás (UEG) in the countryside have about teaching and the practice of their profession in this context. In this sense, based on the representation construct from the perspective of Cultural Studies and on Foucault’s conceptual tools, such as discourse, knowledge, power, dispositif and resistance, this study understands that the objectification processes - the representations and attribution of meanings that are assigned to us through the asymmetrical relations of power - and subjectivation - recognition of the social constructions imputed to us - are constituents of the subject (FOUCAULT, 1995; TADEU DA SILVA ([1999]/2001, 2001, 2009). We also return to the notions of dispositif, truth, power, knowledge, resistance and subject through current reinterpretations made by authors such as Paul Veyne, Rosa Maria Fisher, Prado Filho, Cleudemar Fernandes, Kátia Sousa, Simone Sampaio, as well as we retrieved the notes of Morgado (2015), Silva (2016) and Paraguassú (2017) on the discursive processes of objectification/subjectivation and the possibilities of resistance of the subject-teacher. Thus, the theoretical and methodological support of this work is based on tools identified in the Foucaultian archegeneology, which allows us to analyze the entire intersection of what is said and the power of official agencies in the constitution of mechanisms that aim and subject the subject/professional teacher. The research involved 21 professors from one of the campuses of the State University of Goiás. In the data generation process, the following instruments were used: questionnaires, narratives, individual interviews and conversation circle. In the survey of statements, it was detected that there is a series of discourses present in discursive and non-discursive practices that determine the places that objectify the professor of the State University of Goiás. In this way, the thematic recurrences in the network of utterances presented, which function as meeting points of a discursive memory and a current situation, signal that professors subject themselves from discursive crossings, so that there is regularity in (self)representations of these professionals: the devaluation of professors in the face of the actions of the state government, the discourse of society, the economy, politics and the media. However, even in the face of objectifying tendencies, professors denounce, they stand against certain agencies imposed on the category, such as the power devices that threaten the degree course aiming to banish it from the state, and that affront the teaching professionality. In addition, reveal a capacity to (self)reflection on themselves and their context, in order to question actions and sayings with a view to inverting the power game, thus finding a space for resistance and dissidence.