Do mal-estar docente de professores do ensino médio: contribuições de Nietzsche e Freud
Carregando...
Data
2013-06-24
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This study proposes a research about teacher malaise, including it as part of a larger social and
cultural phenomenon present in all contemporary western society, but that wins peculiar
characteristics in the practice of teaching. Specifically, the study has as its object of
investigation the malaise of high school teachers of Uberlândia-MG, seeking to answer to the
research problem, and thus understand the reasons of the malaise of this group of teachers.
Therefore, it was held, in addition to bibliographical research about the topic, empirical
research with a qualitative approach, which relied on data from oral sources. From the
interviews, we seek to give voice to the anguish that reaches teachers in professional practice,
trying to understand what is found behind the typical symptoms of malaise teaching, such as
apathy, discouragement, frustration, physical and psychological diseases, and other issues
discussed on the script. We also seek to shed light the context of career choice, the practice of
teaching and historically constructed representations of teaching. In this study, we worked
with two theoretical approaches to understand the reasons of the malaise: the psychoanalysis,
of Freud, and the philosophy, of Nietzsche. Besides the classic texts of the authors, we based
ourselves on texts by contemporary authors, descendants of these theoretical perspectives.
The referential of Freud gives us a historical and structural analysis of the malaise in
humanity; while Nietzsche enables us a culturalist view of some phenomena that are shown
associated with that anguish that affects many teachers. We verified that some reasons of the
malaise in high school are associated to failures of the educational process as operator of
interdiction of students; the degenerescence and depreciation of some values in the
educational field, more specifically the values of social recognition, teacher authority, and
social ascension values attributed for education, and the "place mater" of knowledge
attributed to the school. These failures characterize a nihilistic experience in the Nietzschean
vision of sense of orphanhood, arising from the debacle of values that guided the
magisterium, besides a complex movement of self-harm and inverted valuations , interpreted
as action of bad conscience. All these factors are shown up as result of impasses constituted in
community living and in the regulations that seek to regulate it, being these norms conceived
as a state of civilization, morality, or simply as social ethics. The research results indicate the
state of passivity and hopelessness of some teachers front of these issues. Having analyzed the
reasons for the malaise, the research concludes that a overrun of this state of passivity requires
the decoupling of the discourse that puts the teacher as a hostage and victim of these
dilemmas. The study shows, for these teachers, the need for the exercise of their desire to
potency, human power affirmative. It also postulates the importance of reinventing a new
ethic school that reconciles the cultural and social changes of contemporaneity to the
requirements for maintenance of community life with fewer conflicts
Descrição
Palavras-chave
Mal-estar docente, Mal-estar, Má consciência, Niilismo na educação, Teacher malaise, Malaise, Bad conscience, Nihilism in education
Citação
SANTOS, Yara Magalhães dos. Do mal-estar docente de professores do ensino médio: contribuições de Nietzsche e Freud. 2013. 124 f . Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2013.