TEACHING DISCOMFORT AND TEACHERS OF ENGLISH: TRAINING AND PEDAGOGICAL PRACTICES

Abstract

Teaching discomfort is one of the problems among the themes that permeate studies on Education in Brazil at the moment. This is because the teacher is intrinsically linked to the devaluation, helplessness and neglect of the profession. We focus on English language teachers and their particularities, such as initial education, continuing education and day-to-day practices. This study, which comes from a master's degree dissertation, aims to analyze the working conditions, complaints and deficits of basic training that are present in the pedagogical practices of subjects-teachers of English from the public and private network of the State of São Paulo and, interpret, from semi-structured oral interviews, some teaching malaise and its consequences in the physical, mental health of these subjects and in their daily pedagogical practices. Our analyzes are made in the light of the Discourse Analysis of the French Pecheuxtian Matrix, based on the contributions of founding researchers like Michel Pêcheux and Eni Orlandi, of Freudo-Lacanian psychoanalysis, having as main scholar present in this work Sigmund Freud, of the sciences of Education, with authors who research about the teaching malaise and the identity of the subject-teacher, like Rinaldo Voltolini and Selma Garrido Pimenta, the subject's socio-historicity and its conditions of production.