DEVALUATION OR RECOGNITION? CONTRADICTION IN THE SENSES OF THE TEACHER

Abstract

ABSTRACT

In contact with several significant materialities we note that, although the social importance of the teacher is recognized, meanings of discredit are also perceived, however, it is not a Manichaean separation, given that the senses point, at the same time, that the teacher is important while it is devalued. In this way, we come to our question to be answered, which is: What meanings constitute the profession of the teacher? Based on our question, the objective of this research is to investigate the teacher's senses and understand how the political is configured in the language relations in the enunciation space Brazil, through the analysis of a corpus composed of significant materialities about the teacher in the areas of laws, marketing, and print media, considering the relevance of these materialities in the production and circulation of these meanings in society. For that, we affiliate with the Semantics of the Event, an enunciative semantic theory proposed by the professor at Unicamp Eduardo Guimarães (2002a, 2002b, 2007, 2009, 2011, 2018) that starts from the assumption of the enunciation as a language event that produces meaning from a subject relationship with the language, this relationship being a political practice, as it establishes conflict at the center of saying. The senses are neither fixed nor watertight, as they are constituted in the enunciation, that is, in each event of language, and are not transparent, as the subject does not control the senses. We raised two hypotheses, the first is that whatever the senses, the concern with remuneration is secondary, since being a teacher is, in some way, having a gift and, obligatorily, educating for love. And the second is that the teacher's senses are divergent and such divergences establish ways in which society treats the teacher. To analyze our data, the theoretical assumptions mentioned will be considered and the enunciative procedures of the Semantics of the Event will be executed, the rewriting, which consists of how a given term is rewritten in the text, the articulation that implies the contiguous relations of a term with the other terms of the same statement, the paraphrase mechanism that is characterized by the pertinent substitution of one term for another to test the interpretative limits, and through the Semantic Domain of Determination (DSD) we will represent the relations of meaning analyzed by the enunciative procedures of the theory. Corroborating with our hypothesis, the results of the analyzes show that the meanings of teaching as a gift and love erase the senses of the teacher as a professional and thus not remuneration but also training has a secondary role. The results also point out that the teacher's senses are in constant confrontation when dividing and re-dividing the enunciation space in a clash of meanings that surpasses the linguistic for social practices.