The teacher is currently experiencing a moment of transition in the exercise of his profession.
Contemporary society is located in a historical moment marked by intense changes, which
have transformed people's way of being, thinking, feeling and living. This context also
impacts the space/time of the daily meeting between teachers and students in schools, causing
discussions and reflections on the role of the teacher. These challenges are part of a complex,
multidimensional reality that demands a multifaceted training from the teacher, a protagonist
role, recognizing himself as a subject who assumes his practice based on the meanings he
builds in his daily work. Based on this assumption, this study discusses the issue of
subjectivity, based on a conception of complexity that encompasses the meanings produced
by the meanings in their processes of learning and teaching, imbued with Edgar Morin's
principles of complexity. The guiding question was: how do the constitutive elements of
Complexity and Subjectivity help to think about the identity of the teachers at São José State
School, in Palmas/Tocantins? The general objective of this research is to analyze the
constitutive elements of complexity and subjectivity that portray the teacher's identity,
through the perceptions of teachers at São José State School. Specific objectives: to identify
the expressions that participate in the subjective configuration of teachers in their teaching
action; Mapping the constituent elements of teaching through the accounts of the personal
trajectories of the teachers and how they interfere in the professional choices of those
involved; Correlate how the human wholeness of the teacher reverberates in the pedagogical
practice in the classroom. As a methodological choice, we opted for a qualitative approach
based on complex thinking, composing the construction of subjectivity in the construction of
the teaching identity of the teachers of the mentioned school as a unique case. For data
collection, we used an interview and a questionnaire with free response inducers. Data
analysis was performed following the constructive–interpretative model, with the
identification of categories and indicators of analysis indicators. In the end, we found that
subjective issues interfere in the choice of profession and in the identity of being a teacher and
it is a fine line that aggregates the various constituent elements of complexity and subjectivity
as significant marks of the teaching professional.
|
