BOCCHIO. M. J. C. Involved to develop the professional teacher in the path of displacement: a subjective composition. Dissertation presented to the Graduate Program in Education of the Faculty of Philosophy, Sciences and Letters of Ribeirão Preto, University of São Paulo, as part of the requirements for obtaining the title of Master in Education.There are several studies that have as object of study the teaching and its formative aspects, however, few of them are interested in the constitution of the subject teacher, since they promote the erasing of subjectivations and identifications, causing the gap between professionalization and teaching subjectivity. This fact tends to deepen the alienating and desymbolizing characteristics of neoliberalism, which seeks to homogenize, standardize, control and blame the subject teachers and their teaching practices through the change caused in the symbolic. In these conditions, the culture of reproduction reigns, where the meanings become crystallized and little problematized. It is in face of this problem that the research listed here takes as an object of study the professional teaching development in the constitutive perspective, which allows us to subvert the desymbolizing propositions of neoliberalism, since it comes into play the register of the symbolic in professionalization. For this, we supported ourselves on the concepts of Discourse Analysis of French Pêcheuxtian matrix and the considerations of Freudo-Lacanian psychoanalysis, both allowed us to recognize the professional development as a continuous and symbolizing process, which moves by the relations of desire of teachers with the knowledge coming from the initial and continuing education, therefore, we seek in the process of signification, symbolization and displacement of senses the centre so that the teaching stops being reproductive and desymbolizing to become constitutive. Semi-structured interviews were carried out with eight teachers from two different state schools in São Paulo. The results of the analysis point to three different processes of subjectivation, in the first group of teachers we found the alignment to the desymbolizing neoliberal discursive formation, experiencing the professional development in the pre-programmed treadmill; in the second group it was found the questioning of such discursive formation but not its displacement, because the relations with the knowledge were not in the treadmill of desire, but of utility; already in the third group, through the concept of authorship, we could perceive the experience of the teacher in his professional development, constituting himself in the professionalization through the re-signification of imposed meanings, finding holes in the crystallized and disidentifying himself, therefore, of the desymbolizing discursive formation.