<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812024000100208</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.105.5866</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas discursivas de objetivação e subjetivação no dispositivo da educação integral: identidades e resistências docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Discursive practices of objectification and subjectification in the apparatus of integral education: teacher identities and resistance]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas discursivas de objetivación y subjetivación en el dispositivo de educación integral: enseñanza de identidades y resistencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Rodrigo Milhomem de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste do Pará (Ufopa)  ]]></institution>
<addr-line><![CDATA[Óbidos Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás (UFG)  ]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>105</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812024000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste trabalho, tenho como objetivo discutir o processo de des/re/construção de identidades de sete professores(as) da área de Linguagens de um Centro de Ensino de Período Integral de Goiás, partindo de seus dizeres-vivências e de suas estratégias de resistência no dispositivo da educação integral (DEI), por meio das práticas discursivas de objetivação e subjetivação. Fundamentada na perspectiva de análise do discurso foucaultiana, com base nos conceitos de discurso e dispositivo, bem como nos estudos culturais de identidade, a pesquisa é de cunho qualitativo-interpretativista, sendo delineada como um estudo de caso centrado em uma instituição de ensino médio de período integral de Goiânia, Goiás. As técnicas de geração de dados utilizadas na investigação foram: a) questionário socioeconômico e de perfil profissional; b) narrativas sobre os dizeres-vivências dos(as) professores(as) na educação integral de período integral; e c) entrevista semiestruturada com sete perguntas relacionadas ao contexto de atuação e de vida, bem como aos sentimentos experimentados nessa modalidade educacional. Por meio das análises, percebi que os(as) professores(as) ocupam diversas posições-sujeito no interior do DEI, principalmente por estarem mais tempo na escola e com os(as) estudantes. Por isso, acabam ocupando funções que não fazem parte de suas atribuições (pai, mãe, responsável, psicólogo). Desse modo, objetivados(as) e subjetivados(as) pelos discursos que permeiam o DEI, subjetivam-se como são e constroem práticas de resistência em um constante movimento de construção, desconstrução e reconstrução de suas identidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this study, I discuss the processes of construction, deconstruction and reconstruction of the identities of seven teachers in the field of languages at an Integral Education Center in the state of Goiás, drawing from their narrated experiences and resistance strategies within the apparatus of integral education (AIE), through the discursive practices of objectification and subjectification. The study is grounded in a Foucauldian perspective of discourse analysis, using the concepts of discourse and apparatus, as well as cultural identity studies. The research is interpretive-qualitative, delineated as a case study centered on a full-time high school institution in Goiânia. Data generation techniques employed in the research were: a) a socioeconomic and professional profile questionnaire; b) accounts regarding the experiences of integral education teachers; and c) semi-structured interviews containing seven questions related to their professional and personal contexts, as well as the impressions experienced in this educational modality. From this analysis, I realized that the teachers occupy various subject-positions within the apparatus of integral education, mainly because they spend more time at school and with the students. Therefore, they end up assuming roles that are not their responsibilities (father, mother, caregiver, psychologist). Thus, objectified and subjectified by the discourses that permeate the AIE, they subjectify themselves, devising resistance practices in a constant motion of construction, deconstruction, and reconstruction of their identities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo pretendo discutir el proceso de construcción, deconstrucción y reconstrucción de identidades de siete profesores del área de Lenguaje de un Centro de Enseñanza de Tiempo Integral en Goiás, a partir de sus experiencias vivenciales y sus estrategias de resistencia en el Dispositivo de Educación Integral (DEI), a través de las prácticas discursivas de objetivación y subjetivación. Partiendo de la perspectiva del análisis del discurso foucaultiano, a partir de los conceptos de discurso y dispositivo, así como de los estudios culturales de la identidad, la investigación es de carácter cualitativo-interpretativo, esbozada como un estudio de caso centrado en una institución de educación secundaria de tiempo integral en Goiânia (Goiás). Las técnicas de generación de datos utilizadas en la investigación fueron: a) cuestionario de perfil socioeconómico y profesional; b) narrativas sobre las experiencias de los profesores en la educación integral de tiempo integral; y c) entrevista semiestructurada con siete preguntas relacionadas con el contexto de vida y trabajo, así como los sentimientos vividos en esta modalidad educativa. De acuerdo con los análisis, observé que los profesores ocupan diferentes posiciones de sujeto dentro de lo DEI, principalmente porque pasan más tiempo en la escuela y con los alumnos. Como resultado, acaban ocupando cargos que no son de sus responsabilidades (padre, madre, tutor, psicólogo). De esta manera, objetivados y subjetivados por los discursos que permean el DEI, se subjetivan como son y construyen prácticas de resistencia en un constante movimiento de construcción, deconstrucción y reconstrucción de sus identidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[dispositivo da educação integral]]></kwd>
<kwd lng="pt"><![CDATA[práticas de objetivação e subjetivação]]></kwd>
<kwd lng="pt"><![CDATA[professores(as)]]></kwd>
<kwd lng="pt"><![CDATA[identidades]]></kwd>
<kwd lng="pt"><![CDATA[resistência]]></kwd>
<kwd lng="en"><![CDATA[Apparatus of integral education (AIE)]]></kwd>
<kwd lng="en"><![CDATA[objectification and subjectification practices]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[identities]]></kwd>
<kwd lng="en"><![CDATA[resistance]]></kwd>
<kwd lng="es"><![CDATA[Dispositivo de Educación Integral]]></kwd>
<kwd lng="es"><![CDATA[prácticas de objetivación y subjetivación]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[identidades]]></kwd>
<kwd lng="es"><![CDATA[resistencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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