A formação para o trabalho docente na fronteira entre a academia, a mídia e o mercado

Abstract

Investigating discursive constitution of teaching professional's work within specialized magazines in which ones the teacher figures as its target audience constitutes the principal aim of this researching work, starting from the hypothesis that such publications propose themselves to be instancies to formation for this professional. In this perspective, interdisciplinary discussions were necessary to comprehend how the discourses about the work of teachers as well about their formation contribute to constitution and legitimation of images of the teaching professionals and their profession. To accomplish this research, some concepts from different areas of knowledge were discussed. They formed the basis to development of this research: centrally, the concept of discursive practice, based on theoretical postulates of Foucault (1987) and Maingueneau (1997, 2008a), and the concept of work, based on the studies by Certeau (1982, 1998) guided the research. In order to undertake the study, the discourses that circulate in specialized magazines served to compose the corpus of the research because they showed their relevance to discuss the constitution of teaching, since these publications have a legitimate space in media and in market, which demonstrates its social insertion and legitimation as a consumer product for teachers. Inside the scope of the research, it is understandable that specialized magazines are media (MAINGUENEAU, 2013) by which sense effects are mobilized and (re) produced. The genres chosen for the analysis work were editorials, magazine covers and articles signed by teachers or interviews with teachers, to comprehend the relationships that are established so that the frontier discursive practice is put in functionment. To enrich the discussions, the notions of enunciation scene (MAINGUENEAU, 2005) and discursive deixis (MAINGUENEAU, 1997) were discussed into analysis chapter. The analysis of the discursive practice mobilized in the magazines allows us to understand how such publications lay in functionment discourses from a hybrid frontier, in which discourses from academia, the media and the market converge. Therefore, these magazines are considered to operate a discursive practice that mobilizes subjects and identities, while the legitimation of the places of those who writes in the media scene, if they are journalists, editors, teachers, so on is realized by the effects of sense that the texts conveyed produce. The discussions enable us to comprehend how the discourses about the teacher's work and his formation appear within these specialized publications and (re) produce images which ones form professionals and truths about the profession.