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Master's Dissertation
DOI
https://doi.org/10.11606/D.59.2020.tde-23112020-201909
Document
Author
Full name
Jessica Vidal Damaceno
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
Ribeirão Preto, 2020
Supervisor
Committee
Assolini, Filomena Elaine Paiva (President)
Andrade, Joana de Jesus de
Patti, Ane Ribeiro
Philbert, Larissa Angelica da Silva
Title in Portuguese
Mal-estar e sintoma: análises discursivas sobre as relações entre condições de trabalho e (trans)formação docente
Keywords in Portuguese
Análise de discurso
Educação
Mal-estar docente
Psicanálise
Sintoma
Abstract in Portuguese
Os resultados apresentados referem-se à pesquisa de mestrado, na qual investigamos se e como as condições de trabalho impactam as práticas pedagógicas desenvolvidas por professores do ensino médio em escolas públicas de Ribeirão Preto e região. Desejamos compreender especificamente as relações do mal-estar docente e seu(s) sintoma(s) com a (re)construção da identidade profissional desses sujeitos-professores. Entendemos que as atuais condições de trabalho compõem um quadro de mal-estar, como proposto por Freud, que se presentifica por detrás do sintoma. Dessa forma, o sujeito-professor entrevistado, vai se constituindo enquanto profissional em uma trama de restrição e satisfação que percebido (inconscientemente ou não) compõe sua subjetividade. Ao analista de discurso, apresentam-se os indícios desse contexto quando o professor encontra espaço para falar de si, falar sobre suas próprias práticas pedagógicas e falar sobre as suas condições de trabalho. Para alcançar nossos objetivos, apoiamo-nos na Análise de Discurso de matriz francesa (pecheuxtiana) e nos propomos a pensar no sintoma e mal-estar a partir de Freud com recortes lacanianos. Assim acreditamos tecer uma base teórica que além de aliar o linguístico ao sócio-histórico, nos proporciona pensar a Educação com fios da Psicanálise freudo-lacaniana. Nosso corpus se constitui a partir de recortes de entrevistas orais semiestruturadas e transcritas. Os resultados das análises discursivas assinalam que, na busca pela satisfação momentânea, esses professores tentam mascarar as atuais condições de trabalho e as situações escolares decorrentes, pautados em um discurso hegemônico de conformidade enquanto criam modos de fuga do desprazer. Com a possibilidade de falar de si, esses professores revelam a forma como se veem e veem o mundo escolar, mostrando discursos outros que compõem os seus próprios dizeres, as suas memórias discursivas e determinam as suas práticas pedagógicas escolares. Além disso, foi possível refletir sobre as possibilidades de criação ou não a partir do desprazer quando nos propomos a pensar sobre os espaços formativos de que dispõem esses professores. Os capítulos iniciais apresentam as bases teóricas mobilizadas para a análise das entrevistas e reflexão; em seguida, apresentamos a metodologia da pesquisa e os resultados analisados e, por fim, discorremos sobre as (in)conclusões da pesquisa que se tornam, sobretudo, mais relevantes quando consideramos os contextos econômico e cultural do ano vigente, marcados pela pandemia do coronavírus que impactou diretamente os modos de trabalho, as condições de trabalho e o fazer docente.
Title in English
Malaise and symptom: discursive analyzes on the relationship between working conditions and teacher (trans) training
Keywords in English
Discourse analysis
Education
Psychoanalysis
Symptom
Teaching malaise
Abstract in English
The results presented refer to the master's research, in which we investigated whether and how working conditions impact the pedagogical practices developed by high school teachers in public schools in Ribeirão Preto and region. We want to specifically understand the relationship between teacher malaise and its symptom (s) with the (re) construction of the professional identity of these subject-teachers. We understand that the current working conditions are part of the malaise symptom, as proposed by Freud, which is present behind the symptom. In this way, the interviewed subject-teacher is constituted as a professional in a web of restriction and satisfaction that perceived, (unconsciously or not) composes his/her subjectivity. The discourse analyst presents the evidence for this context when the teacher finds space to talk about him/herself, talk about his/her pedagogical practices, and talk about his/her working conditions. To achieve our goals, we rely on the Discourse Analysis of French (Pecheuxtian) matrix and we propose to think about the symptom and malaise from Freud with Lacanian cutouts. Thus, we believe to weave a theoretical basis that, in addition to combining the linguistics with the historical partner, allows us to think about Education with threads of Freudo-Lacanian Psychoanalysis. Our corpus consists of clippings of semi-structured and transcribed oral interviews. The results of the discursive analyzes indicate that in the search for momentary satisfaction these teachers try to mask the current working conditions and the resulting school situations, guided by a hegemonic discourse of conformity while creating ways of escaping from displeasure. With the possibility of talking about themselves, these teachers reveal the way they see themselves and see the school world by showing other speeches that compose their saying, their discursive memory, and determine their school pedagogical practices. Also, it was possible to reflect on the possibilities of creation or not based on displeasure when we propose to think about the formative spaces available to these teachers. The initial chapters present the theoretical bases mobilized for the analysis of the interviews and reflection, then we present the research methodology and the results analyzed. Finally, we discuss the (in) conclusions of the research that become, above all, more relevant when we consider the economic and cultural context of the current year, marked by the coronavirus pandemic that directly impacted working modes, working conditions, and teaching practice.
 
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Publishing Date
2021-01-22
 
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