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ABSTRACT
This study dealt with the analysis of discourses developed and implemented by the
Open University of Brazil (UAB), with the intention to transform and modernize the
brazilian teacher via distance education. The main objective of the research was to
question, describe and analyze how the discourses of UAB and its priority Distance
Education (EAD) act to transform teacher training, the teacher himself and what it
means to be a teacher. This work is supported by theoretical focus came from
elements of post-struturalist/foucauldian perspective that focuses on studies of
governmentality. From this perspective, I propose to understand teacher training as a
matter of government of teachers conducts, and UAB as a human technology, among
others, developed to lead and manage part of this government. I observed the
movement of two sets of UAB speeches: discourses presented in official documents
and discourses of the Distance Bachelor in Mathematics Teaching (CLMD), one of
the Federal University of Pelotas graduate courses. The following strategies were
used for developing this study: analysis of official documents related to UAB and
CLMD; analysis of teachers, students and manager of CLMD discourses and
analysis of speeches presented in UAB events. I argued with this study, that the UAB
(seen as general political discourse in the case of official speeches) produces a
system of rationality that creates, directs, encourages and guides the direction of
teacher training by distance education. In the case of CLMD (here, understood as a
pedagogical practice of subjectivity), I have argued that the speeches focused on the
Distant Education, and establish boundaries for constraining the government of
teachers conducts, because they interfere in the way students act on themselves to
produce their subjectivities.
Keywords: teaching training, Bachelor in Mathematics Teaching, Open University of
Brazil, Distance Education, governmentality, discourses, technologies.