O sujeito professor bacharel que ensina ciência e tecnologia nos cursos de educação profissional integrada ao ensino médio

Abstract

Professional education courses integrated into High School provide teaching at the Basic Education level and demand the performance of bachelors and technologists, often without training directed to teaching, as teachers in the curricular components of professional training. The teaching of science and technology ends up being delegated to this teacher as well, a situation consolidated by the characteristics of the integrated curriculum. There are also other elements that complicate the constitution of this teacher's subjectivity, influencing his identity, such as the purpose of professional education and the trajectory of the bachelor's career in education. In order to understand some elements of the composition of the subjectivity and identity of this bachelor professor, in this thesis research we initially developed theoretical reflections about the analysis of the Foucauldian-inspired discourse associated with Cultural Studies as elements to reflect on these subjective and identity constitutions. In a first moment of empirical analysis, we present, through the bias of Foucault's archeology, the enunciative materialities of academic articles located by the “Periódicos CAPES” portal, to identify how this discourse authorizes and positions the bachelor as a professor of science and technology in courses of professional education integrated into high school, composing its subjectivity. As results, a discourse is perceived that considers the bachelor's role as a science and technology teacher to be somewhat legitimate. In a second moment of empirical analysis, the focus turns to the pedagogical project of a formation course destined to the performance of this subject, in a way more directed by the genealogical studies of Foucault; At this moment, we are interested in knowing how the institutional practices arising from the enunciative materialities of the discourse of this document, of the curriculum of this course, compose this subjectivity. In this second moment, a speech is perceived in which there is greater legitimacy of this teaching subject. Finally, in possession of the analyzes carried out associated with Foucault's thoughts of ethics - "third domain" -, we elaborate propositions with which the bachelor professor of science and technology can align himself to compose his ethics and aesthetics of action, perform care of yourself and others.