Discursive Production of Space-Time in Teachers’ Accounts: Meanings that Redirect Teacher Training

Abstract

This study aims to analyze, in written accounts of training teachers, how these subjects’ life trajectories are actualized in their discourses through references to time-space coordinates. The time-space relations inscribed in the accounts are apprehended, in the analyses, as historical dimensions that direct the representations that these subjects construct from their position in the world. In relation to the teachers who are part of a specific story of migration to a region in Brazil that is still marked by processes of denial of rights, their discursive practices convey indices of this trajectory and should become the basis for the training processes per se, as modes of becoming teachers, teaching, and developing new training processes are forged in those practices. The accounts point to chronotopes that denounce the relationship between the experiences and memory that are ruled by the force of historical conditions and concomitantly provide outlines for the production of identities and subjectivities.