The subjective configuration of teachers in rural towns: a historical look at the cores of fundamental senses

Abstract

This paper is part of the broader study of subjectivities, particularly of primary school teachers in rural towns. The central objective of the research points to the understanding of the meanings (social, political, cultural and pedagogical) that configure these subjectivities. Regarding theoretical perspectives, this work follows authors such as Bourdieu, Hall and González Rey with regard to a qualitative methodology, typical of a discourse analysis that addresses the configuration of subjectivities. The subjectivity category allows us to observe the double and complex operation that every subject performs when going through; on the one hand, the multiple nuances presented by society, their family, their school experiences and their culture; on the other, the personal construction of the subject in their own practices. The first results allow us to glimpse that in asymmetric and institutionalized training scenarios such as schools, teaching subjectivities are configured in a split way in a field of intersections and discursive disputes that over determine their practices. In this conflictive territory, certain nuclei of meanings emerge as central in the articulation of associative chains of meanings, as networks that mark historically constructed trend lines of meaning.