Ser professor na contemporaneidade: tensão entre o particular e o coletivo

• Ano de defesa: 2017
• Autor(a) principal: Herminia Maria Martins Lima Silveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Professor; Contemporaneidade; Subjetividade; Representação; Análise do discurso; Sujeito (Psicologia); Professores Formação; Representação (Psicanálise)
• Link de acesso: http://hdl.handle.net/1843/RMSA-AJTPUF

The main point of discussion in this study falls into issues that are related to teachers modes of subjetification regarding his/her teaching practice, which is written in a social model that is different from the modernity. We understand that there are different ways for the contemporary society to work, to organize itself, and also for subjects to relate to the space and time, therefore there are new ways of producing social bonds in a society considered as society of spectacle, which is consumerist, unstable and also in constant transformation. This research aims to analyze teachers utterances in order to assess their modes of subjectification in the current society. For the development of the proposed reflection, we intend to establish dialogue with some discourse theories (PÊCHEUX, AUTHIER-REVUZ), in an interface with Freuds and Lacans psychoanalytical contributions. The seven participants of this research are teachers who work in different segments (Elementary and Middle School) in a state school located in a district in Zona da Mata, in the state of Minas Gerais. Considering our objective, in this study we utilized the semi-structured interview and a few conversational rounds as methodological devices. The interview enabled teachers to talk and reflect about themselves, about their practices in the classroom and about being a teacher nowadays. Another moment in our research, the conversational rounds, provided space for word circulation among the participants aiming to interrogate discursive recurrences and their crystallized images regarding education and teaching practice. Under the light of the teachers representations we could observe traces of subjectification, of singularity. Thus, even if the Educational discourses in the postmodernity intersect teachers utterances, it is possible to observe that teachers subjective position is constituted under some social and historical aspects of the modernity. It was concluded then that tradition persists in the way these teachers deal with their profession and influence on the way in which these subjects relate and are related to their teaching.