In general, research in the area of science education has been more concerned with
the intellectual dimension of the subjects, without considering the affective dimension of
the relationships. The Subjectivity Theory of González Rey has been guiding different
studies within the psychology of education and, more recently, has guided research in the
area of science education, which has allowed discussions of a new idea of formation and
learning, related to a subjective dimension of human development. This study is part of
research in the area of science education that makes use of theory and, in this way, aims
to investigate what conditions produce changes in the subjectivity of a science teacher in
the direction of the constitution of a teacher identity in the perspective of the Subjectivity
Theory of González Rey. The methodological course is based on Qualitative
Epistemology, which considers the production of knowledge as a process that must be at
the same time constructive-interpretative, singular, communicative and dialogical. For
the accomplishment of this research, a professor of Sciences came from the course of
Degree in Natural Sciences with Qualification in Biology, of the State University of Pará.
For the construction of the information were used sentence complement, interview and
writing. In the case studied, I investigate the subjectivity of the teacher Jessica who even
after completing her undergraduate course did not have the desire to be a teacher, but
entering the classroom context ends up identifying with the profession and recognizing
herself as a teacher. The relationship that I made with the study and analysis of the
theoretical reference of the area of formation of science teachers, with the study and
analysis of the theory of subjectivity, and also with the empirical context during the
development of the research, allowed me to elaborate a theoretical model , which I did in
an attempt to promote a greater understanding of the constitution of the teacher identity
of the science teacher from the perspective of Subjectivity Theory. This theoretical model
was elaborated in three axes: valorization of the profession by the subject, valuation of
the subject in the formation process, significant and diverse experiences. Based on this
research, I consider that the constitution of the teaching identity of the undergraduate
student should be a priority of the training courses, so that the student still in his initial
training course can begin to recognize himself as a teacher.
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