| dc.description.abstract | The pair of teaching and love, which has been present in the production of contemporary knowledge, especially from the second half of the 20th century and at the beginning of the 21st century, is the object of this research. The thesis aims to identify discourses about teaching and about love and to describe and analyse a certain teaching subjectivity produced from these discourses. For this, from a post-structuralist perspective, teaching studies and gender studies underpin the framework of the thesis. The concept of discourse, from Michel Foucault, and the concept of subjectivity, from Judith Butler and Michael Hardt and Antonio Negri, are taken as tools for the construction of the analysis. The empirical corpus of the research consists of six educational works: two foreign works, one by the author (Hannah Arendt) and one by the authors (Jan Masschelein and Maarten Simons), and four works by Brazilian authors (Paulo Freire; Rubem Alves; Leonardo Boff; Leandro Karnal). It was possible to identify three discourses about teaching and about love, operating in educational works: (1) theological discourse, which deals with the construction of certain ways of understanding “being” and “human existence”, placing teaching in its human condition and in which love is manifested as care; (2) philosophical discourse, which centrally mobilizes statements about education, as a human process, placing teaching in its educational condition from the dimension of responsibility; (3) pedagogical discourse, which deals with the conduct of individuals, placing teaching in its pedagogical condition and mobilizing pedagogical love. The thesis defended is that pedagogical love is constituted by three discourses, among others, identified and analysed in the educational works which were the empirical corpus of the analyses; this discursive production, which occurs through pedagogical love, produces a loving teaching subjectivity. | en |
