This study focuses on problematizing and understanding how the English teacher constitutes
himself as a subject-teacher of English in contemporary times, considering his engagement in
international exchanges in English-speaking countries as part of his continuing education. For
this, I sought, as specific objectives, to problematize and analyze the possible effects of the
exchange experience on this teaching constitution; analyze what are the discursive
representations of these teachers about being an English teacher; to analyze, in subjective
terms, how the other, in its institutional devices, how the school, the students and other
teachers are signified in the enunciations of the teachers participating in the research, not
losing sight of the modes of subjectivation. In addition, I discuss how the institutional truths
about being an English teacher permeate the teaching staff, subjectifying them in different
ways and also constituting the teaching spaces of these teachers, in addition to their
knowledge and power. Adopting a qualitative approach to data collection and analysis
through autobiographical narratives and semi-structured interviews, this study was conducted
with the participation of two English teachers from public schools in the state of Tocantins.
Data were collected in two different moments, in the first half of 2021 and in the first half of
2023. The data obtained were problematized and analyzed in according of Foucault's (1926-
1984) philosophical theories, from the perspectives of truth, knowledge and power. The
results showed that the participating English teachers are made up of truths already
established by institutions and society about being an English teacher; that give credibility to
participation in international exchanges as an instrument of great importance in the training of
English teachers. In addition, they suggest that this participation starts to works as a power
device both for the institutions and for the teachers themselves, as they become conceived by
both as techniques that complete the training of the English teacher, giving him the
recognition of his knowledge and, consequently, of power, as well as establishing him as a
“complete” English teacher.
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