O mal-estar do professor de língua inglesa: o desvio de função como aposta subjetiva

• Ano de defesa: 2018
• Autor(a) principal: Natália Costa Leite
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Professor de inglês Formação; Língua inglesa Estudo e ensino; Professores de inglês Satisfação no trabalho
• Link de acesso: https://hdl.handle.net/1843/30292

This study presents conclusive results of a doctoral research that approached the teaching malaise of three English language teachers in diversion of function in the state of Minas Gerais. There are numerous evidences that indicate that teacher malaise exposes, in the field of education, something that does not go well. We sought to understand subjectively the issues that lead the English language teacher to the deviation of function understanding that the specificity of this object (the English language) could keep relations with this condition. The research used the qualitative research method of clinical guidance and sought to understand the subjective position of the speaking subject and their forms of enjoyment as English language teachers. The collection of your corpus through the use of clinical diaries and interviews. We also had the observation of a pedagogical round session in an extension project for foreign language teachers (ConCol) with one of the participants. The pedagogical rounds are conversation wheels with the purpose of welcoming the speech of these teachers and thus promoting their listening. The technique used in the interviews was intervention-research, which initially involves listening to the discursive singularities produced by the participant subject, observing their forms of enjoyment and then establishing hypotheses about the object of study investigated (the teacher's relationship with his profession and his symptom). We conclude that the teachers found in the deviation of function a possibility to deal with the malaise that afflicted and made them sick. We also observed that the symptomatic way in which teachers positioned themselves subjectively before their professional life revealed not only objective elements of relationship with their professional choices but revealed something beyond. Contrary to what we initially speculated, the English language, as an object of teachers' teaching investment, was not named by teachers as being directly related to the deviations of function. The English language seemed to us to be an object of the teacher's investment, which was not linked to any educational ideas such as providing greater work opportunities for students, broadening their cultural repertoire, expanding the possibilities of social interactions of students, promoting moments of (mis) identity identification among others. We may wonder if the lack of questioning of these subjects about their professional demands has not led them to the share of psychic suffering that has permeated their lives during these years.