Discursos contraditório e a construção das identidades dos profissionais docentes

Abstract

This dissertation aims at creating intelligibility on some teaching practice issues, among them, the coexistence of a tension of speeches in the teacher’s practice that, at the same, add value and devalue the teaching profession. It also aims at contributing to an understanding how, in certain social contexts, some speeches which were already built, tend to become naturalized. I analyze the speeches built by professionals teachers themselves over the question of FUNDEF, since this was a fund which aimed at changes in Brazilian public elementary school, essentially, changes related to improving the teaching. The work intends to dialogue with others that approach the appreciation of profession of teachers as an interdisciplinary theme, discussed here from the perspective of Indisciplinar (undisciplined) Applied Linguistics which, unlike other areas of study, do not praise itself too much by assuming a wide range of crystallized theoretical knowledge. Actually, this area seeks to create intelligibility on certain social issues from the discourse analysis. The methodological approach of the research starts at the approximation between the proposed textual analysis of Chouliaraki and Fairclough’s (1999) and the proposed discourse analysis of Indisciplinar Applied Linguistics, which I believe to be a gain for this work. The analysis proved that there is, in the teachers’ discursive practices, a coexistence of contradictory discourses, discourses that contribute both to increase the sense of devaluation of the teaching profession and to increase the feeling of appreciation, speeches in a state of tension. Thus, I argue that this study has helped to create intelligibility on how teachers construct their identities and how these ones contribute to increase or repel the feeling of devaluation for the profession, which are so striking in contemporary times.