Professor alfabetizador: uma escolha determinante ou determinada?

Abstract

This work studies and analyzes the role of the subjectivity in the process of choosing to be a literacy teacher and in the decision of remaining in this profession. It starts from the hypothesis that the subjectivity is a fundamental aspect of being and living developmental process, which marks behaviors and attitudes, and forwards the comprehension of the other and the world. The theory of the complexity, especially the hologramatic, recursive and dialogical principals, guide and conducts the understanding of the experiences expressed in the interviews and help in the unveiling of the latent and mobilizers aspects of the segment choice. It receives as investigation subjects literacy teachers that have the function of mediating the code of written language, the knowledge demanded from it and supporting the student in the constructions of reading and writing. This reception is justified by the peculiarity of the educational experiences, and especially in the literacy process, having as a main question the weighty of the subjectivity in the decision and in the staying as a literacy teacher. Life stories are used in the methodology because they enable collecting revealing elements of the singularities of the studied subjects. The analysis indicate that the direction to the initial grades of the elementary school is entailed to objective and subjective elements, allowing to considerate that the choices are results of the conjugation between environmental and affective factors and formulate two analytical thematic: determined or determining choices and internal and external aspects of the subject s subjectivity. It is considered that the subjectivity has great influence in the choice and staying of teachers in literacy classrooms, both determinant and determined.