Apagão docente e PIBID: um engajamento estratégico produzindo modos de endereçamento.

Abstract

The purpose of this dissertation is that Teacher blackout and Pibid establish a relationship of strategic engagement, thus intended examining how the relation between the Teacher Blackout and the Pibid produce a mode of addressing to the subject positions of the PIBID, and how those positions are used in the professionalization. From now on hereafter it’s invested on studies with inspiration on Foucault studies, especially in notions of subject, power and discourse. Also, it is established the interlocution of the analytical device of modes of addressing with education, particularly in what implies notions of policies. In this effort, specific relations are captured in the discursive operation, constituting a set of fragments of statements between (in)formal texts, be them in the field of public policies, blogs, newspapers, reports and interviews, which have visibility and media circulation. In a first moment, the analytical one consists insupporting, or not, the speech of Teaching Blackout in Brazil, as well as his strategic commitment with the Programa Institucional de Iniciação à Docência (Pibid). In another analytical movement, the pibidians' uses of mode of addressing are specified, as far as discursive practices are concerned with pedagogical normalization, the possible agency, and the places of difference. In this sense, the theory makes possible to think three different conceptions on the teaching professionalization: a) the professionalization in the and by the practice; b) the professional identification as a proactive commitment – managers of self and of the others; and, c) decentralization of the professionalization to far from university centers. Such conceptions produce specific modes on what is to be a teacher in basic education, considering that the artifacts of regulation do not emanate exclusively from the state and economic apparatuses, but are appropriated, negotiated and used in/by the relations of the positions of subject, even inventing modes of being in teaching. Thus, the thesis does not intend to exhaust the meanings of the fragments of statements… and much less reach a place of last signification, but, amid analytical movements, to make discursive operations emerge specific, rare and singular discursive events emerge.