The professional teaching trajectory is a field of study that corresponds to one of the
main thematic of analysis on the professionals of the education, due to the
preoccupations with the processes of teacher formation amid the challenges of the
contemporary educational scene. In general, this theme has been studied in the
scope of research on life cycles, which often highlight the similarities and regularities
present in the professional career of teachers. This research, in a different way,
seeks to understand the professional trajectory as a singular and subjective process.
For this reading, I bring as main theoretical reference the Subjectivity Theory of
Fernando González Rey (2003). I use the categories of subjective sense, subjective
configurations, individual and social subjectivity to understand the transformations
that occur in the configurations of subjective senses of teaching in different moments
of the professional career of three professors of science and biology. I defend the
thesis that analyzing the professional trajectory of teachers based on this theoretical
framework allows the understanding of the rupture movements and the creation of
subjective senses about teaching in science and biology that are produced in the
different contexts of personal and professional life. To support the study, the
research is aligned with the qualitative approach, taking as a methodological
approach the Qualitative Epistemology of González Rey, which defends the
eminently constructive and interpretive condition of the research. The information
was constructed using sentence complement, open questionnaire, individual
interviews and informal conversations. I present the constructive-interpretative
analysis of the trajectory of three professors of science and biology, in the form of
case studies. For this study, I opted for the transversal analysis method, which
organized the professional course of teachers in three main moments: 1) The options
for teaching; 2) The entry into the teaching career and the initial years and 3) The
present moment. The subjective meanings related to each moment were interpreted
from indicators constructed from the expressions of the subjects. The results point
out that different subjective configurations of teaching are built at different moments
of the teachers' professional trajectory and they constitute the basis of motivation for
teaching in science and biology. The transformations in the configurations resulted
from the ruptures and creations of new subjective meanings engendered from the
personal histories of the subjects in permanent dialogue with their current context of
action. The research also pointed out that the shared and collaborative exercise of
teaching, the construction of forms of resistance to the dominant representations of
the profession and emotional experiences during the trajectory, are important for the
configuration of subjective senses of valorization of teaching in science and biology.
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