A construção de sentidos sobre autonomia docente por professoras dos anos iniciais do ensino fundamental

Abstract

This article is the result of an excerpt of the research conducted between the years 2017 and 2019 with public servant teachers of schools of the municipal school system of the Metropolitan Region of Recife, Pernambuco. The research was funded by the National Council for Scientific and Technological Development (CNPq), and the objective of understanding how public servant teachers of the initial years of basic education constitute collective subjectivities that structure and mobilize meanings around curricular practice. From a discursive and post-structural approach to research, we discuss how desires and fantasies, in a reading of social analysis arising from the contributions of Lacanian psychoanalysis, challenge subjectivity and teaching work through the identification that teachers presented with the profession. The objective of this article, then, is to understand how teacher autonomy is constructed by teachers of the early years of elementary school, from the analysis of their narratives around the structuring of teaching and pedagogical work. Therefore, we take as a reference the understanding of curriculum as a discursive and cultural practice that is intrinsically related to teaching and pedagogical work.