Ethical constitution of the teaching subject in times of the platformization of education

Abstract

With the introduction of digital technologies into basic education in the state of Paraná, since 2019, a process known as the platformization of education began. This process entails a discursive rupture that comes to demand from teachers a specific way of being a teacher. In this context, the present study aimed to analyze teachers’ discourse about their classroom practices in order to describe their process of subjectivation. Grounded in a discursive perspective guided by Foucauldian assumptions, the study addressed the dispositifs that traverse this process, as well as ethical movements within the subjectivation of teachers. The sequences analyzed in this study are drawn from recordings of a meeting with a group of Portuguese Language teachers who were participants in a specialization course offered by the State Department of Education. The analysis of the enunciative series showed that teachers recognize the functioning of the educational dispositif through practices of standardization, institutional demands, and surveillance. At the same time, indications of resistance and the production of subjectivity emerge in teachers’ discourse. Such practices and discourses point to a teaching subjectivity constituted beyond the subject-position proposed by the educational dispositif, preserving an ethical and creative space in the exercise of the profession.