The reifying discourse(s) and the consumption of form-action: ways of sustaining the teaching imagination in the configuration of continuing formation

Abstract

The project intends to investigate the mosaic of continuing formation of teaching subject who teach in Elementary School I in a city in the interior of São Paulo. Through the contribution of some important field researchers (Nóvoa, Tardif, Pimenta, Gatti, among others), we problematize the influence of neoliberalism in education, especially in the conception and structure of continuing formation. From this, it is intended to reflect on how the marketing discourse carries in the profession its decharacterization and the interdiction of the professing subjects, sustaining an image of "appliers". In order to do so, it is based on Discourse Analysis of Pechêuxtiana French Matrix (DA) in order to reveal, through discursive analyzes, how school subjects (teachers and coordinators) support the discourse of continuing formation, considering that it is articulated to solve strictly methodological questions, placing the teacher to join a network of senses in which he is "doer" and not author; Or, if an exercise of authorship is proposed, if he conceives it as a professional subject capable of developing his own work, belonging to a profession, constituted of identity, capable of reflection and grounded in a professional culture, that is, if the continuous formation is structured considering those important aspects that authorize the subjects to become responsible and authors by, and, in the profession itself, breaking with the ideology of market discourse. (AU)