Subjectivity in and by language: the construction of the teaching identity

Abstract

This article aims to approach the construction of teacher identity through the bias of subjectivity in language. In order to do so, the theoretical contribution that underlies this proposal, known as benvenistian studies, is initially presented. Following with a brief foray into buberian philosophy, as well as the look of some scholars of Education, as to how the teacher sees and constructs himself as a teacher, demonstrating, also, some of the external influences (cultural, social etc.) that interfere in this process of constituting teacher’s identity. Finally, an analysis regarding some teachers’ discourses that talk about how they see themselves as teachers is carried out, as well as how the professional in general is seen, in order to show how they are marked in and by language and how they manifest the subjectivity in the process of constructing their teaching identity.