Abstract
The present paper discusses the subjectivities of the feminine in education, reflecting the historical question which places women as more qualified for teaching than men. The text seeks to deconstruct the naturalizing discourse referring to the making of teachers, through the use of bibliographical reference since the Brazilian imperial period, having the issues of gender, power relations and production of truths through naturalizing discourses, as central themes discussed under the optics of Michel Foucault. Throughout the text it is noticed that the current classrooms are occupied by a majority of women due to historical factors, for reasons of interest and subjugation in the field of relations, loaded with meaning on the feminine genders and the impositions made, also the masculine and the denial made to them, when disqualified for teaching in a emphatically, constructed and solidified way in the course of history. Events that persist to this day, such as low wages and precarious working conditions, have continued to give education the profile of priesthood, love and motherhood. Differences and ambiguities historically posed and which today we recognize as unnecessary; so, the present text provokes the deconstruction of teaching as a naturalized practice, amid the understanding of different discourses and practices imposed historically, which have been seduced and reduced to the model of ideal teachers.
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