“Não sinta vergonha de ser professor”: um estudo de caso sobre a autoridade do professor a partir do portal de notícias Clicrbs

Abstract

The present thesis focuses on the authority of the teacher in Basic Education, portrayed by the clicRBS news portal. The purpose of the research is to understand how clicRBS, a means of digital communication, is portraying the authority of the teacher in Basic Education and what the possible impacts of this for contemporary Brazilian education. This is a qualitative research of the case study type. In order to deal with the problem, we initially performed a search on the clicRBS news portal, collecting the posts from the last ten years (2008-2017), with the descriptor: "authority of the teacher". For the interpretation of the data we use the technique of content analysis proposed by Lawrence Bardin (2010). In the clicRBS news portal, 49 posts were found, of which 5 categories of analysis emerged, namely: a) family authority crisis; b) teacher crisis; c) school crisis; d) symbolic violence and violence; e) image of the teacher and his authority. The thesis resulting from this research is: the clicRBS news portal, in the analyzed news, delegitimizes and disallows the teacher, and that the authority of the teacher has not only declined due to the crisis of family authority, the problems of teacher training or the crisis of the school as a social institution, but rather because of a much greater crisis that began in society, which manifests itself through the political crisis, reflecting itself in the crisis of traditional models that were consolidated. It is the crisis of tradition, of the democratic crisis that plagues contemporary society, shaking the vertical structures and hierarchies once considered consolidated and unshakable, demanding that the so worn out forms of exercising power be renewed and reinvented. As additional results, we can link the pedagogical action to the relational conversation in the time of differences, ambivalences, plasticity and changes. Dialogue is based on the recognition of the other, the valorization of pedagogical knowledge and the reconstruction of authority, since this will be important for educators to have their authority recognized by society