Subjetivação docente : do atravessamento da literatura nos cursos de pedagogia

Abstract

In the course of the history of pedagogy college in Brazil, many uses of literature have been made, crossed by different relations of knowledge and power. The aim of this research was to realize the ways that the literature emerges in a pedagogy course, as well as the way its uses cross the structure of the students, applicants to this career, from pedagogy college, in a Rio Grande do Sul University. The programs of the subjects for this course were analized since its begining till the present days(1957-2012). Besides, a focus group was held with academics enrolled in sixth and seventh semesters, at that university. Based on the systematization of this empirical data and the analysis made with archegenealogy inspired from the concepts of subjectivation and literature from Michel Foucault, it was possible to establish four modalities that talk about how the literature was used in this academic context, during the course of more than six decades of existence of this course, being denominated of: philosophical literature, militarized literature, therapeutic literature or other sensitivity and literature for teaching. So, it was realized some regularities and displacements enphasizing here the literature reading, taken from figures from masters, moving towards, the strong entry, for the metodological direction, focused in the child literature teaching, around the 80’s and, more contemporaneously, to a self-help relationship with literature, as smoothing of life and the relationship itself. It is highlighted that some gaps still take place in academical routines, when some literature subjects are being treated, simply through observation or also through some teaching practices .