Relaciones de poder en la inserción profesional de los docentes en la carrera docente

Resumen

This article chooses as the central focus of the discussions the relations of power that cross the insertion of beginning teachers in the teaching career. It aims to analyze the tactics of power that are put into action to govern the conduct of these professors, aiming at their professional constitution. For that, this article takes as inspiration the theoretical-analytical framework of Michel Foucault. For the production of data and information about the object, the study made use of discussion groups with beginning and experienced teachers who work in the final years of Elementary School in municipal public schools in Caetité, in the State of Bahia. The research findings showed that power relationships, at the beginning of the teaching profession, mobilize tactics of destabilization and recomposition of the body of beginning teachers. In action, these power tactics seek to create flexible and skilled teaching professionals for the performance of multiple neoliberal learning practices in contemporary schools.