The teacher as the founding subject of a discourse

Abstract

Founding a discourse implies thinking for oneself and being an author not interdicted by a prior structure of power. Therefore, this article adopted as a central ist: how does the power structure influence the construction of one’s own thought, especially in the construction of a pedagogical discourse by the teacher? Aiming not only to seek the answer to this question and understand it, but also, from the concepts of subject and authorship, to think about how the readings and affiliations of discourse and meaning create or prevent the existence of a thought of its own and unbound from a mere structure of power. Therefore, for the research, the theoretical fields of affiliation were Discourse Analysis (DA), the Socio-Historical Theory of Literacy and freudo-lacanian psychoanalysis. In addition, there was a survey conducted with about 35 subject-teachers who teach classes in state and municipal public schools in Ribeirão Preto and neighboring cities, which were interviewed, yielding oral and written statements. Thus, the results showed that sometimes the teacher’s identification with a historically constituted socio-pedagogical discourse prevailed, where the presence of displeasure prevailed in the activities, as they were driven by institutional impositions, and sometimes the interpretation and production of meanings and (re)meanings by the subject-teacher prevailed, authorizing themselves in their sayings. Thus, it was found that knowledge and the right to interpretation (to reading) is not shared, but is distributed socially and historically in a non-homogeneous way. Therefore, given the way the interpretation is institutionally administered, authorship is affected by it. That is, in order to be able to occupy the author position, it is necessary to have the right and the possibility to occupy different places of interpretation, to move around them and to constitute as an interpreter. And even more, as an interpreter-historicized.