O Professor na mídia goiana : representação identitária docente no contexto de implantação das Organizações sociais na educação do Estado de Goiás

Abstract

This study aims to analyze the construction of teacher identifications in media discourses, in the context arising from the process of implementation of Social Organizations in public schools in the State of Goiás. Faced with issues that disturb schools’ day to day practices, education-related guidelines have been widely discussed by the media. In this conflict-of- interest scenario, inevitably, the figure of the teacher emerges, having their profession debated and questioned, mainly for the supposed inability to manage and offer a quality public education, which reinforces the need for changes in this context. With the intensification of the news, teacher identifications are reproduced, constructed and reconstructed in the media discourses, fostering the relationship between speech/representation and the condition of being a teacher. In this work, the interpretations and reflections are constructed through Critical Discourse Analysis, in dialogue with the fields of Social Psychology and Social Media Theory. For this purpose, the research is founded on the theoretical contributions of Fairclough (2016), Van Leeuwen (1996), Thompson (2009, 2014), Moscovici (2003), Citelli (2012), among others. The qualitative study seeks to perform a discursive analysis based on the assumptions of the Theory of Representations of Social Actors (VAN LEEUWEN, 1996), focusing on the genres of news stories, news articles and editorials, published in the state newspaper O Popular 1 . The corpus of the investigation is composed of texts that contemplate the thematic clippings (education and attempted deployment of Social Organizations) and of temporal clippings (from December 2015 to February 2016), period of greatest circulation of news on the subject. This study is based on the premises that the relationship between discourse, identity and the media is rich in possibilities to question and understand beyond the text, unveiling the networks of power relations, as well as the attempts to legitimize hegemonic practices through discourse. The results indicate that this is a common practice of the newspaper O Popular to represent teachers in passive, indeterminate and/or generalized manner, as common people that are part of the “governed world”.