Becoming a Pedagogue: Subjective Aspects of Entering the Teaching Professional Life
teacher education; Theory of Subjectivity; teaching professionalism
This work aims to delve into the feelings of young adult teachers who have recently entered the classroom at the Secretaria de Educação do Distrito Federal, reclaiming a space for reflecting on practices and, as a consequence, seeking to follow, through the theoretical principles of the Theory of Subjectivity from a Cultural-Historical Standpoint by Fernando González Rey (2004, 2011, 2013, 2017), the emergence of subjective movements, such as rekindling their enthusiasm for teaching. Drawing from Qualitative Epistemology and the ConstructiveInterpretative Method, I seek to understand and reflect on how these young teachers, newly arrived in the Public Education System, subjectify their experiences and professional experiences. As an initial reflection in the dissertation construction process, I am deeply connected to the idea that it is not possible to think about the constitution of teaching without considering the dialectical, subjective, and affective-emotional aspects that are present in it. The study brought important reflections on the processes of constitution of the teaching identity and the process of finding oneself in the educational field.