It's nobody, it's the teacher! About the figure of the teacher and his craft

Detalhes bibliográficos
Autor(a) principal: Fanizzi, Caroline
Data de Publicação: 2024
Outros Autores: Fonseca de Carvalho, José Sérgio
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/38360
Resumo: This article aims to examine how efforts that seek to replace the personality of the teaching action by the impersonal technicality of its activity affect the teacher and the teaching profession. The discourse of technicization of education, a discourse structured around an intended completeness, centrality and autonomy of the technical and methodological dimension of education, conceives education as an activity that does not require the presence of someone, the presence of a subject to whom it is possible to enjoy a place of action and enunciation. What does the teacher do in the face of efforts to reduce teaching to an activity guided by the logic of factory production, marked by the automated repetition of processes that are independent of the uniqueness and personality of the one who performs it? Would this condition be related to the complaints, illnesses, feelings of devaluation and impotence frequently mentioned by teachers? The examination of these questions will be done in the light of a phenomenology of human activities, as conceived by Hannah Arendt, and of writings that seek to understand education from the contributions of psychoanalysis.
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spelling It's nobody, it's the teacher! About the figure of the teacher and his craft¡No es nadie, es el maestro! : Sobre la figura docente y su oficioNÃO É NINGUÉM, É O PROFESSOR! SOBRE A FIGURA DOCENTE E O SEU OFÍCIOofício docentetecnicização do ensinoHannah Arendtfilosofia da educaçãopsicanálise na educaçãotechnicization of teachingteaching craftHannah Arendtphilosophy of educationpsychoanalysis in educationtrabajo docentetecnificación de la docenciaHannah Arendtfilosofía de la educaciónpsicoanálisis en la educaciónThis article aims to examine how efforts that seek to replace the personality of the teaching action by the impersonal technicality of its activity affect the teacher and the teaching profession. The discourse of technicization of education, a discourse structured around an intended completeness, centrality and autonomy of the technical and methodological dimension of education, conceives education as an activity that does not require the presence of someone, the presence of a subject to whom it is possible to enjoy a place of action and enunciation. What does the teacher do in the face of efforts to reduce teaching to an activity guided by the logic of factory production, marked by the automated repetition of processes that are independent of the uniqueness and personality of the one who performs it? Would this condition be related to the complaints, illnesses, feelings of devaluation and impotence frequently mentioned by teachers? The examination of these questions will be done in the light of a phenomenology of human activities, as conceived by Hannah Arendt, and of writings that seek to understand education from the contributions of psychoanalysis.Este artículo tiene como objetivo examinar cómo los esfuerzos realizados para reemplazar la personalidad de la acción docente por la tecnicidad impersonal de su actividad afectan al profesor y a la profesión docente. El discurso de la tecnificación de la docencia, estructurado en torno a una pretendida plenitud, centralidad y autonomía de la dimensión técnica y didáctica, concibe la educación como una actividad que no requiere la presencia de alguien, de un sujeto pasible de usufructuar de un lugar de acción y enunciación. ¿Qué queda de la docencia frente a los esfuerzos encaminados a reducirla a una actividad guiada por la lógica de la producción fabril, marcada por la repetición automatizada de procesos independientes de la singularidad y personalidad de quien realiza la actividad? ¿Estaría relacionada esta condición con los malestares, dolencias, sentimientos de desvalorización e impotencia frecuentemente mencionadas por los docentes? El examen de estas cuestiones se hará a la luz de una fenomenología de las actividades humanas, tal como la concibe Hannah Arendt, y de escritos que buscan comprender la educación a partir de los aportes del psicoanálisis.O presente artigo visa examinar de que modo os esforços empreendidos no sentido de se substituir a pessoalidade da ação docente pela tecnicidade impessoal de sua atividade afetam o professor e o ofício docente. O discurso de tecnicização do ensino, discurso estruturado em torno de uma pretendida completude, centralidade e autonomia da dimensão técnica e metodológica da educação, concebe a educação como uma atividade que prescinde da presença de um alguém, de um sujeito a quem se faz possível o usufruto de um lugar de ação e enunciação. O que resta ao ofício docente face aos esforços que visam reduzi-lo a uma atividade guiada pela lógica da produção fabril, marcada pela repetição automatizada de processos que independem da unicidade e pessoalidade daquele que a realiza? Estaria essa condição relacionada às queixas, adoecimentos, sentimentos de desvalorização e impotência frequentemente enunciados pelos professores? O exame desses questionamentos será feito à luz de uma fenomenologia das atividades humanas, tal como a concebe Hannah Arendt, e de escritos que buscam compreender a educação a partir dos aportes da psicanálise.Educação em Revista 2024-02-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/38360Educação em Revista ; v. 401982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/edrevista/article/view/38360/43360https://periodicos.ufmg.br/index.php/edrevista/article/view/38360/43361Copyright (c) 2024 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFanizzi, CarolineFonseca de Carvalho, José Sérgio2024-03-01T14:35:03Zoai:periodicos.ufmg.br:article/38360Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2024-03-01T14:35:03Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv It's nobody, it's the teacher! About the figure of the teacher and his craft
¡No es nadie, es el maestro! : Sobre la figura docente y su oficio
NÃO É NINGUÉM, É O PROFESSOR! SOBRE A FIGURA DOCENTE E O SEU OFÍCIO
title It's nobody, it's the teacher! About the figure of the teacher and his craft
spellingShingle It's nobody, it's the teacher! About the figure of the teacher and his craft
Fanizzi, Caroline
ofício docente
tecnicização do ensino
Hannah Arendt
filosofia da educação
psicanálise na educação
technicization of teaching
teaching craft
Hannah Arendt
philosophy of education
psychoanalysis in education
trabajo docente
tecnificación de la docencia
Hannah Arendt
filosofía de la educación
psicoanálisis en la educación
title_short It's nobody, it's the teacher! About the figure of the teacher and his craft
title_full It's nobody, it's the teacher! About the figure of the teacher and his craft
title_fullStr It's nobody, it's the teacher! About the figure of the teacher and his craft
title_full_unstemmed It's nobody, it's the teacher! About the figure of the teacher and his craft
title_sort It's nobody, it's the teacher! About the figure of the teacher and his craft
author Fanizzi, Caroline
author_facet Fanizzi, Caroline
Fonseca de Carvalho, José Sérgio
author_role author
author2 Fonseca de Carvalho, José Sérgio
author2_role author
dc.contributor.author.fl_str_mv Fanizzi, Caroline
Fonseca de Carvalho, José Sérgio
dc.subject.por.fl_str_mv ofício docente
tecnicização do ensino
Hannah Arendt
filosofia da educação
psicanálise na educação
technicization of teaching
teaching craft
Hannah Arendt
philosophy of education
psychoanalysis in education
trabajo docente
tecnificación de la docencia
Hannah Arendt
filosofía de la educación
psicoanálisis en la educación
topic ofício docente
tecnicização do ensino
Hannah Arendt
filosofia da educação
psicanálise na educação
technicization of teaching
teaching craft
Hannah Arendt
philosophy of education
psychoanalysis in education
trabajo docente
tecnificación de la docencia
Hannah Arendt
filosofía de la educación
psicoanálisis en la educación
description This article aims to examine how efforts that seek to replace the personality of the teaching action by the impersonal technicality of its activity affect the teacher and the teaching profession. The discourse of technicization of education, a discourse structured around an intended completeness, centrality and autonomy of the technical and methodological dimension of education, conceives education as an activity that does not require the presence of someone, the presence of a subject to whom it is possible to enjoy a place of action and enunciation. What does the teacher do in the face of efforts to reduce teaching to an activity guided by the logic of factory production, marked by the automated repetition of processes that are independent of the uniqueness and personality of the one who performs it? Would this condition be related to the complaints, illnesses, feelings of devaluation and impotence frequently mentioned by teachers? The examination of these questions will be done in the light of a phenomenology of human activities, as conceived by Hannah Arendt, and of writings that seek to understand education from the contributions of psychoanalysis.
publishDate 2024
dc.date.none.fl_str_mv 2024-02-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/38360
url https://periodicos.ufmg.br/index.php/edrevista/article/view/38360
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/38360/43360
https://periodicos.ufmg.br/index.php/edrevista/article/view/38360/43361
dc.rights.driver.fl_str_mv Copyright (c) 2024 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 40
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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