PROCESSES OF SUBJECTIVATION AND OBJECTIVATION IN A CONVERSATION WITH HISTORY TEACHERS IN (AND ABOUT) THE DIGITAL ERA

Abstract

Through the construction and analysis of an online conversation circle, besides the systematization of the answers given in a questionnaire by  History professor-researchers, we established some of the meanings of school historical knowledge that emerged from the discursive field constructed. To do this, we used conversation as a research methodology, the considerations of biographical, autobiographical studies and post-foundational discourse theory as the theoretical-methodological lenses we built to read/make the world. We identified that different meanings of school historical knowledge coexist among History teachers. And, above all, the need to differentiate between forms of knowledge production as a feature of teacher subjectivation has become a demand of these teachers, through the diffusion of the pole of emission and ubiquity. Thus, the question of knowledge as defining, but not exclusively, the meanings of school in contemporary times is placed back at the center of the discussion.