ABSTRACT
This article is an excerpt from a doctoral research and aims to analyze how practice has been positioned as a policy of truth in the professional insertion of teachers in the career. The theoretical-methodological contribution is based on Michel Foucault’s notions of truth and practice. For the production of information about the object, the research followed two itineraries: the first consisted of mapping official documents that regulate public policies aimed at the training and professional development of teachers, and the second itinerary sought to bring together, through the holding of discussion groups, a composed of speeches by beginning teachers and pedagogical coordinators of the Municipal Education Network of Caetité, in the State of Bahia, who work in schools that offer the final years of elementary school. The research findings allow us to conclude that practice constitutes the general policy of truth in the professional insertion of teachers in the career, through the production of a set of principles-truths that make norms, rules, values and attitudes work as a manifestation of what is true in conduction and production of beginning teachers, aiming at the exercise of teaching in contemporary times.
Keywords:
Professional Insertion; Truth; Practice; Principles-Truths; Teaching