A subjetividade do professor: significados e sentidos do cotidiano escolar

Abstract

The identity of a teacher in our society is formed by complex dimensions which are sometimes undefined. The perception of this professional, established by either common sense or determined historically, seems to be based in an idea of a laborer with tasks and responsibilities previously defined by the society. The teacher should demonstrate certain types of knowledge, skills and personal behavior that meet the social expectance. From this standpoint, the goal of this work is to discuss the process in which the teacher identity is formed by analyzing the subjective aspects of his education, his life background, practice and schooling routine. Individual interviews with five teachers, two supervisors and the principal of a public school in the town of Araxá were performed. These interviews were based and analyzed upon a theoretical framework of different authors who argue the genesis of an individual from a socio-cultural approach. By analyzing the interviews, it was possible to understand the influential aspects that drive the choice for a career as an educator, the formation as a professional and how the teachers handle the problems of schooling routine, including the students with learning disabilities and their families. The process for the formation of a teacher's identity is vast and complex. Vast because involves all his life background, from his childhood to his educational formation and work routine. Complex because implies in building relationships/cross-links of the facts of all his life which the individual assigned meaning to his experiences, making then a process that unites and combines social facts as well as subjective and innermost perceptions,