Tecendo docência: produção de subjetividades na formação inicial de professores entre universidade e escola

Abstract

This study aims to investigate, through curricular documents, the production and regulation of teacher subjectivities during the initial teacher education of Biological Sciences undergraduates participating in the Pedagogical Residency Program at the Federal University of Rio de Janeiro. The investigation is based on narratives produced by preservice teachers, gathered through recorded discussion circles and narrative exercises about the process of becoming a teacher. These narratives aim to portray the participants’ reflections, experiences, concerns, and challenges during their initial teacher education. The research adopts a discursive approach, grounded in Michel Foucault's theoretical contributions, to understand the processes of regulation and subjectivation that permeate the experience of "becoming a teacher," focusing particularly on how writing practices participate in the subjectivation process within a formative experience between school and university. In this context, we highlight reflections, experiences, and challenges involved in this formative relationship, engaging in dialogue with the works of Conceição Evaristo and Michel Foucault. The concepts of escrevivência [writing-living] and writing of the self are mobilized as practices of subjectivation, through which lived experiences are transformed into processes of reflection and identity construction. This research seeks to contribute to the understanding of how teacher education narratives reveal the complex articulations between regimes of truth, educational practices, and the constitution of teacher subjectivities. The analysis showed that categories such as Teacher-Student Relationship, Hierarchy, and Teacher Autonomy occupy central places in the discourse, indicating that the teacher figure legitimized in these narratives is one who exercises authority and makes decisions autonomously. Furthermore, the relationship with students emerged as a key element in the constitution of teacher subjectivity, as residents were positioned as teachers even when they did not yet fully recognize themselves as such. The study concludes that experiencing initial teacher education through the lens of regulatory discourses leads to performances that aim to align with the expectations embedded in such discourses.