THE CONSTITUTION POSITION-SUBJECT TEACHER OF CHILDREN'S EDUCATION: A COMPARATIVE STUDY OF TWO CITIES OF RIO GRANDE DO SUL/BRAZIL

Abstract

Comparative education uses comparative and analytical methods to understand and identify the different knowledge, power relationships and discursive, political, social and cultural practices that produce educational systems. Based on this, this article will develop a comparative study of the Municipal Education Plans of two cities of the State of Rio Grande do Sul. It is objective to understand how discursive practices in these educational systems have characterized a type of subject-position of the child education teacher. To make this understanding, the notion of subject and position-subject was used as an analytical tool, based on Foucautian studies. The question that went through this study is systematized: How do the Municipal Education Plans, intertwined with the National Curricular Guidelines for Child Education and the National Education Plan say of the position-subject teacher of early childhood education? By looking at these documents, it was possible to construct an analytical materiality that linked with interviews with the teachers and managers of the institutions of children's education, of these two cities, made it possible to understand a possible identification and recognition of the teacher, depending on the existence of the position-subject. Also, from the documents analyzed, it is identified certain naturalization and therefore normalization of the behavior of the teacher; and, that the recognition of the good teacher of early childhood education is linked to the responsibility to assume the position-subject through self-enterprise.