| dc.description.abstract | This dissertation investigates and analyzes the senses about the cultural formation of undergraduate students and future teachers conveyed and produced in academic research performed between the years 2000 and 2017, as well as what it is possible that these senses produce in terms of professional teaching. The research articulates the fields of studies in teaching, cultural studies and poststructuralism, and in a specific way, teaching, culture and language as conceptual tools to sustain this documentary research. From the analysis movements it was possible to map three units of meaning that link the cultural formation to: a) emancipation of the subjects; b) improvement of pedagogical practices; c) ethical-poetic production of life. By a bias, the research pointed out the recurrence of the senses that attribute fragility to the cultural formation of the teacher, meaning it to be always precarious. In terms of teaching professionalism, the idea of cultural lack ends up supporting the existence of a limited formation. On the other hand, cultural formation is approached as an enabler of a life-ethics of life itself, producing as effect an education aimed at self-transformation, because by inverting the gaze to themselves, subjects change their perceptions from and rethink their ways of being teachers. In this sense, the analysis of the constructed senses and their questioning allows to continue thinking about the cultural formation and the professionalism of the teacher. | en |
