Estudantes de um curso de pedagogia-licenciatura: narrativas e governo de si

Abstract

This study deals with the narratives of students from the pedagogy day course at the Federal University of Pelotas – UFPEL. Inspired by curriculum studies with a Foucaultian bias Silva (2001; 2017) and also by the studies of Foucault himself (1970; 1979; 1980; 1988). I understand the curriculum as a technology of power and subjectivation that is designed to encourage, manufacture, give shape to certain types of subjects and that the experiences lived in these curricula interfere, in different ways, in what the subjects are and what they should be. Thus, if a (enlarged) notion of teaching started to be encouraged, my curiosity has been about its productivity in the constitution of teaching subjectivities. So, the objective of this research, specifically, was to understand how pedagogy students are becoming teachers in this curriculum. As a research methodology, electronic questionnaires and group interviews were carried out in the form of conversation groups. Through the narratives identified in these groups, it is understandable that the experiences prior to the pedagogy course have a great influence on their constitutions as teachers, as well as the formative experiences made possible along the course, especially in the curricular internships, producing a teaching ethos, that is, a way of being, existing, acting and producing oneself professionally.