| dc.description.abstract | This thesis analyzes the processes involved in teacher constitution, or ways of being a teacher in the early grades of Brazilian basic education in a project developed in the south of Brazil which is linked to the Teacher Training Program (Pibid), the first Brazilian program for teacher training. Through an articulation between Foucauldian Studies and Teaching Studies, it has attempted to understand the subjectivation processes involved in the experience of becoming a teacher, considering the insertion of teacher training practices in initial teacher education. The materials consisted of a set of documents interviews and field journals produced by PIBID subjects in a Pedagogy course. In order to answer the question “Which practices take part in the process of becoming a teacher in the early grades of basic education, and what are the ways of being a teacher that they have produced from the proposal of teacher training by Pibid?”, teaching has been regarded as an experience matrix (knowledge-power-ethics). The theoretical-methodological tools of governmentality and subjectivation were used as analysis operators. From those theoretical-methodological perspectives, we advocate the thesis that Pibid, in the analyzed situation, by articulating education shared by university and school, has produced a way of being a teacher, a kind of virtuous teaching that can be characterized as committed, tactical and intervening. It has been evidenced that teacher subjectivity has been produced by a matrix of experience, which is put into operation in the practices of teacher training - expressed and moved by such virtuous teaching. Furthermore, it is possible to argue that Pibid subjects, by incorporating a problematizing position into their ways of being, are able to design other ways of constituting themselves and relating to the truths they are to face, other ways of becoming teachers, other ways of being teaching subjects. | en |
