THE IDENTITY IN THE CURRICULAR PARAMETERS: A FOCUS ON THE SUBJECTIVITY OF THE PORTUGUESE TEACHER

Abstract

Using the deconstructive discourse approach, this paper reflects on the national language policy conveyed in the Portuguese National Curriculum (primary school) – in which the speech is translated into a sophisticated method of control and in an effective way of change management (LAWN, 2001, p. 117), so that "every system of education is a political way of maintaining or modifying the appropriation of discourses, with the knowledge and the powers they bring with them" (FOUCAULT, 1996, p.45). Through this approach, we intend to present and discuss the analyzed results, in which the focus is on the representation(s) of ID(s) and competencies built for the teachers in this discourse, social representations of the profession of teacher in contemporary Brazilian society, marked by events that follow the dictatorial period, therefore, the country’s democratization and state modernization in order to meet the demands of the globalized world.

Key words: discourse, language policy, professor, identity.