TEACHER DISCOURSES AND SUBJECTIVITY PRODUCTION IN CONTEMPORARY EDUCATION

Abstract

This article investigates how the discourses of 5th-grade elementary school teachers produce meanings about students, regulate conduct, and articulate relationships between power, knowledge, truth, and subjectivation within the school context. The relevance of this study lies in understanding how new modes of existence and contemporary discourses influence the formation of school subjectivities. We seek to analyze how these discourses operate processes of normalization while simultaneously opening possibilities for resistance and self-reinvention. The research employed the focus group technique for data production, combined with discourse analysis. The theoretical framework was constructed primarily based on the contributions of Michel Foucault and the digital influences from Pierre Lévy’s studies. The results suggest that, although discourses that tend to fix identities and sustain social norms prevail, there are tensions and fissures that enable the emergence of more plural subjectivities. Thus, we advocate for an understanding of education as an ethical and political practice, open to creation and alternative forms of existence.