Truth regimes about/in the constitution of the subject-teacher during the Covid-19 pandemic

Abstract

The COVID-19 pandemic has impacted social relationships and, in a way, spaces and institutions. Thus, the school environment was also affected by several changes that restructure the teaching-learning process and the subjects belonging to it. However, from the simplest changes, such as the use of a mask in the classroom, to more profound changes, such as remote or hybrid teaching, the subject-teacher is, in a way, the one who most experiences transformations. in their tasks within the teaching-learning process. In view of this, in this work, we seek to analyze the regimes of truth that constitute the pre-pandemic and post-pandemic subject-teacher, having as a theoretical viewpoint the French Discourse Analysis, especially the works of Michel Foucault. We took as corpus two official documents: the LDB – Laws of Directives and Bases of National Education and the Guide for the Implementation of Return Protocols for On-Campus Activities in Basic Education Schools, formulated by the Ministry of Education. From them, we seek to analyze the regimes of truth that support official documents that, in a certain way, provide subsidies for the constitution of the subject-teacher by relying on discursive formations that delimit which actions (not) are/are conditioned to teaching.