Os discursos sobre a identidade docente em espaços de escritas online: valoração e reenunciação discursiva

Abstract

The present research aims to comprehend how teacher's identity is represented by discursive interactions in online comments produced in the APP-Sindicato's Facebook profile, in the period of Teachers Strike that occurred in the first semester of 2015. With the teacher's identity being constantly questioned, contested, depreciated and reformulated both by depreciative discourses and public policies that weakens the teacher's career, it becomes important to study the discourses that emerges within this crises period to comprehend the new ways to "look" the teacher's identity. For this porpouse, the theoretical and methodological approach is composed by studies about identity (HALL, 2006; GEE, 2000) and teacher's identity (FREIRE, 1967; NÓVOA, 1991, 2009; KLEIMAN, 2006; TARDIF, 2012; GERALDI, 2010); researches about online interaction environments and social networks websites (RECUERO, 2009, 2014; BARTON e LEE, 2015) and founding concepts as: discourse, alterity, dialogism and enunciation as seen in the Bakhtin's Circle studies (BAKHTIN, 1997[1979], 2006[1929],2015 [1929], 1987[1965], 2015[1975] 2010 [1986]; VOLOCHÍNOV, 2013[1926], 2013[1930]). The research data were produced at the first semester of 2015, period when the Teachers Strike of State of Paraná took place, which provides a discoursive arena where the voices and ideologies confrontation are produced, in the media spaces, a large amount of enunciations that approaches the teacher's identity as the main theme. Thereby, this research data set are composed by an amount of 180 online comments, selected from the APP-Sindicato Facebook profile, syndical institution which organized the strike movement. Within the discursive regularities observed in the comments, we highlighted: the "poorly academic educated" teacher; the teacher as a "maneuver mass" for the left-wing political parties; the teaching as a "gift"; the (in)competence of public school. Besides the different ways of represent teacher's identity in discourse, it was possible to observe that in the online interaction environments, the subjects tend to use an aggressive tone when produces and reenounce depreciative discourses about teacher's identity, ignoring their responsability of being and acting, in other terms, producing discourses that does not consider the non-alibi of being. Lastly, besides the comments that depreciate the teaching and the public school in general, we highlighted comments pointing to a new discourse about the teachers identity, the identity of a teacher who fights for its rights and teaches the democratic acting through their acts.