Women-teachers: between plotting and (un)weaving a feminine narrative

Abstract

The teaching profession has been historically constituted maintaining a close relationship with the female gender. We believe that such relationship has been permeated by ideological and unconscious components and that the discourse, a plot woven by many voices, is constituted as a way to access the social, historical and unconscious marks that compose the subjectivization processes in teaching. Therefore, in this study, we present part of an ongoing research master qualification, anchored in the French Discourse Analysis (Pêcheux) as a theoretical and methodological tool, in the Freudian-Lacanian psychoanalysis and in the contributions of Science Education. The analysis show linguistic-discursive pieces of evidence that point to the recognition that the subjectivization processes in teaching still are permeated by ideological and unconscious components that have a close relationship with the feminine condition, and the female teachers, subjects of this study, are captured in an ideological and unconscious way regarding their career and teaching practice. Furthermore, we noted that meanings concerning the feminine, which are socially and historically produced, legitimised and naturalized, are expressed in the current formulation updating its discursive memory.