The purpose of this study was to investigate the discursive construction of teacher subjectivity by mapping and complicating the normative discourses that dictate the im/possibility of what counts as a “good teacher” in Taiwan. This research employed the “new” postmodern ethnography and various methods of data collection, including archival documents, interviews, classroom and school observations, and a researcher’s journal. Data was analyzed using critical discourse analysis and thematic analysis. Feminist poststructuralist theories of identity, subject formation, agency, and teachers as a discursive category were used to inform analyses about the working of regulatory discourses on teacher identity and about teachers’ negotiations. This study juxtaposed competing discourses and historicized discourses as strategies to destabilize commonsense assumptions about the good teacher. The stories about teachers’ schoolgirl days were also gathered not only because there is a dearth of such stories that cut across Taiwan’s history from martial law to democratization but also because educational biography is assumed to be reproduced in teaching. This research found that the normative discourses of the “good teacher” include (1) Good teachers promise students high scores on examinations; (2) Good teachers are moral teachers; (3) Good teachers devote themselves to students; and (4) Good teachers strengthen the nation. Two transgressive discourses that arise from my analysis of archival texts include (1) Good teachers recognize students’ homosexual identities; and (2) Good teachers question the government’s educational policies. The researcher concluded that the “good teacher” should be better understood as a “normative ideal” (Young, 1990, p. 320) that designates what a teacher ought to be, but obscures the cultural and historical specificities of the identity category good teachers and excludes the excessive discourses and knowledge that teachers employ to live the identity called teacher. Implications for teacher-education curriculum are provided. The researcher also suggests implications for (1) the future research on teacher education; (2) the methodologies used to study teachers; and (3) the education and educational research in Taiwan. / text

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-24T13:32:39Z No. of bitstreams: 1 Keiti de B Munari 2.pdf: 956289 bytes, checksum: 15da0eddb8168ceaf31034ae9118eaac (MD5) / Made available in DSpace on 2017-01-24T13:32:39Z (GMT). No. of bitstreams: 1 Keiti de B Munari 2.pdf: 956289 bytes, checksum: 15da0eddb8168ceaf31034ae9118eaac (MD5) Previous issue date: 2016-05-12 / The teaching profession has been gradually marked by political reforms in an attempt to meet the emergency needs that the socioeconomic and cultural system requires. So in every attempt to adapt teaching to meet the demands of the new capitalism, new means are created to achieve standard or hegemonic models in teacher training. This trend, in a way, as observed by Sousa and Villas Boas (2011), has created a moment of discomfort in the area; a time of uncertainty that generates "generic political responses" without contextualization of the teaching profession in their practices. In this research, we try to deepen themes that articulate factors of academic disciplinary training with teacher professionalization. We focus on the specific characteristics of the profession through aspects of social subjectivity that are transmitted to teaching. We believe we can well understand why, although inserted in an environment of bad feelings towards the career of teaching, we still have teachers who remain in the profession showing satisfaction with their activities - although this might seem to be a paradox. We study whether aspects of social subjectivity promote an intersection of theory with practice and, above all, the academic training that perpetuates the theoretical and disciplinary knowledge with the knowledge built from the context of belonging, held by subjects in a profession which we believe to be relational. In order to do so, we attempt to trace the profile of the participant subjects in this study from the specific characteristics of the behavior of these professionals in the relationship which is maintained with others in the classroom, of what characterizes this group, their expectations regarding teaching and some of the main reasons that lead them to remain in their profession. Based on these observations, we address our theoretical framework based on the concept of Teaching Subjectivity, a topic that has brought some modest contributions to education studies. Our field research was supported by the methodological approach through the measuring instrument known as Q-sort technique - a tool used for qualitative analyzes that focuses issues of subjectivity. The study subjects were teachers of the first grades of public elementary schools, who work in Nazaré, a city in São Paulo state. For the study of the results of the research, we took contributions from participant observation into account. / A profissão docente vem sendo gradativamente marcada por reformas políticas que visam o atendimento das necessidades emergenciais que o sistema socioeconômico e cultural exige. Assim, a cada tentativa de adequação do ensino para atendimento das demandas do novo capitalismo, criam-se meios para alcançar modelos padronizados ou hegemônicos na formação docente. Essa tendência, de certo modo, como observam Sousa e Villas Bôas (2011), tem criado um momento de mal estar na área; um momento de incertezas que geram “respostas políticas genéricas”, sem contextualização da profissão do professor, em sua práxis. Procuramos aprofundar temas que articulam fatores da formação disciplinar acadêmica com a profissionalização docente. Focamos as especificidades da profissão a partir de aspectos da subjetividade social que perpassam à docência. Acreditamos poder assim compreender que, mesmo inseridos num ambiente de mal estar na carreira docente, ainda temos professores que se mantêm em seu ofício e, mesmo que paradoxalmente, se mostram satisfeitos em suas atividades. Questionamos se aspectos da subjetividade social permitem um entrecruzamento da teoria com a prática e, sobretudo, da formação acadêmica que perpetua os saberes teóricos e disciplinares com os saberes construídos a partir do contexto de pertença de sujeitos de uma profissão que entendemos ser relacional. Para tanto, seguimos na tentativa de traçar o perfil dos sujeitos participantes desta pesquisa (professores dos primeiros anos do Ensino Fundamental, da rede municipal de ensino de Nazaré Paulista/SP), a partir das particularidades de atuação desses profissionais na relação que é mantida com o outro em sala de aula, do que caracteriza esse grupo, suas expectativas em relação à docência e alguns dos motivos que os levam a permanecer no ofício. Abordamos nosso referencial teórico a partir da Subjetividade Docente e para tanto nos apoiamos no instrumento de medida intitulado técnica Q-sort – uma ferramenta direcionada para estudos do campo de investigações de aspectos da subjetividade. Além da técnica, nos apoiamos na aplicação de questionário de perfil e em relatos extraídos a partir da observação participante. Os resultados obtidos nos direcionaram para a questão principal do aspecto da afetividade na docência, no que tange justificativas para a permanência no magistério e competências comportamentais para a constituição da profissionalização docente em paralelo à formação disciplinar e teórica das licenciaturas

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