The knowledge and discursive processes of teacher objetification

Abstract

In this paper we propose, under the theoretical-methodological basis of discourse analysis supported by the works of Michel Foucault, a reflection about statements that objectify the Brazilian teacher, taking him as the bearer of multiple knowledge. We are especially interested in observing statements, published in the most diverse media, that highlight the intellectual/professional preparation of the teacher. We assume that, although in each epoch, according to the societies and the discourses that constitute them, the sayings about teachers are (re) configured, it is the knowledge that manipulates the central element reconstituted in the discursive memory. This memory, in turn, is impregnated with meanings, determined by factors of historical order and by the functions that the utterances exert within discursive and non-discursive practices that hold certain truths for what is to be understood as essential in the teaching exercise And who appear in the ways of objectifying the subject / professional teacher. Thus, in this study, we will return to some constitutive elements of these complex relationships that anchor the intertwining between language, society, and history in the discursive processes of the teacher.