Construções identitárias do “ser professor” : exercícios de poder e práticas de resistência, em documentário do Youtube

Abstract

This research proposes to carry out an analysis of the discourse and the dynamics of power present in the representations of “being a teacher in contemporary education”, taking as corpus of analysis a documentary available on the YouTube Channel. To underpin this research, we resort to the theoretical perspective of Michel Foucault and his approach to the analysis of speech. The corpus of this research is limited to examining the representations of being a teacher present in the YouTube documentary, making it essential not only to limit ourselves to the explicit content of the speeches, but also to understand the subtleties of the power strategies that permeate these representations. Foucault's studies point out that discourses are not just forms of expression, but instruments of power, which shape our perceptions, behaviors, and social relationships. Thus, this research has as its general objective to analyze the dynamics of discourse existing in the representations of “being a teacher” in contemporary education, focusing on identity constructions, exercises of power and practices of resistance, available on the YouTube Channel. It seeks to understand how these representations are constructed and shaped by social practices and discourses and how they are associated with power relationships in the educational context, followed by three specific objectives: to explore the power dynamics present in the discourse of the documentary teachers, which involves analyzing how this discovery influences their professional identity; to identify how the teachers of documentary resist the dynamics of power in the education context, making a brief analysis of the impact on the building of the identity and the teaching practice of each; and, based on the analysis of representations, to think possible practices in an emancipatory education. The research hypothesis of this study focuses on the analysis of the identity constructions of "being a teacher" in the documentary available on YouTube and how these representations highlight power exercises and resistance practices in the educational field, aiming to investigate how the identities constructs of the "Being a professor" in it are represented and the main characteristics and discursive patterns present in those representations; to explore how the exercising of power are present in the identitarian structures of the “being an teacher” in the YouTube documentary and how those dynamics of power influence educational relationships and structures. And finally, the research investigates how resistance practices emerge in the identity constructions of "being a teacher" in the documentary analysed and how these practices can contribute to the transformation of power dynamics in the educational field. This research aims to contribute to the discussion on the formation of teacher identity, as public exposure and interaction with online audiences can shape the self-perception of educators. We investigated the identity constructions of “being a teacher” in a specific documentary on the YouTube Channel based on the studies of FOUCAULT (1979, 1987, 1996, 1999 and 2008), HALL (2006), ORLANDI (2012) among others. Examining how teachers present themselves and are represented in online documentaries can reveal important aspects of identity building, as well as the forms of resistance they adopt to reinforce a positive identity in the face of social pressures and dominant narratives.