The teacher’s subjectivities production in the professional and technological education: Action in the curriculum dispositive

Abstract

DOI: http://dx.doi.org/10.14244/198271991236

This article intends to analyze the curricular organization of a Proeja course (National Program of integration between Professional Education and Basic Education in the Young and Adults Modality) of a campus of the Instituto Federal Sul-rio-grandense  (IFSul), Brazil, as a dispositive to produce the teacher subjects in this research territory. It has as fundamental principle the developments of the data production of a dissertation and according to the Michel Foucault studies, and the curriculum dispositive is understood as a regulated form to the teacher’s conduct. The subjectivities production in this context is followed by the cartographic method, using as corpus of analysis the data registration in a field diary used in that research, whose notes concentrated informations and impressions from the researched context, from the daily observation of the involved teachers and speeches that circulated on campus. It is considered, as results for the discussions, that the integrated curriculum dispositive consists in a territory of disputes between teachers and manager team of the campus, thus becoming a power technology consisting of an objectification of the subject, that is, in a practice that allows to think of it as an object for a possible knowledge, a governable individual: subjected subject. At the same time, it captures them through techniques of the self, which determine how they should be the subject teachers for themselves, subjectificating them. The teacher subject of the professional and technological education who works with Proeja is a subject in constant production, between disputes and truths, knowledge and power.

Keywords: Curriculum, Teachers formation, Truth games.