Resumo

MOLON, Susana Inês. Subject's constitution in teacher education: signification in everyday practices. Educação. Santa Maria [online]. 2016, vol.41, n.3, pp.567-578. ISSN 1984-6444.  https://doi.org/10.5902/1984644415506.

This study discusses notions of subject, experience, signification processes and everyday practices. Taking into account that the subject is constituted by and in semiotic mediation, which is embedded in a historical and cultural dimension, keeping its singularity and focusing on signification processes, the analysis of interviews made with six teachers and based on Bakhtin's, Thompson's and Vygotsky's contributions was carried out. The analyses showed that the processes of teachers' constitution rely on early education; continuing education; teaching experience in class based on the connection between theory and practice; and changes in pedagogical practices. These aspects are based on choices and values, both individual and collective ones, which express issues related to gender and social class in early and continuing teacher education.

Palavras-chave : Subject's Constitution; Signification Processes; Continuing Teacher Education.

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