O imaginário do "professor-herói" na cultura da escola pública do estado de Minas Gerais

Abstract

In this work, we develop a pertinent reflection and criticism related to culture, expression, dimension and utility of the figure of the "hero" to contemporary man; the mechanisms used in the construction process, thinking about this individuality in the present day and on the need to look particularly at the social locus Public School, a "teacher-hero", a "savior of the education". It is a qualitative, analytic-descriptive research in an interpretative way. The research proposal was developed in two (02) Public Schools of the State Network, both with contingents above five hundred (500) students and located in the city of Uberaba/MG. This analysis was delimited involving perceptions about the teaching reality and the pedagogical relationships, demonstrated through testimonies of teachers, students and parents or of those responsible who participated assiduously in the daily life of the schools surveyed, totaling thirteen (13) people included in the research. The data obtained were treated by the technique called Content Analysis, described by Bardin (2009). We will also present a study and bibliographical review, seeking theoretical basis, providing observations and comparative approaches of such theoretical-textual formulations with the conjunctural daily praxis of the chosen school environments. However, we seek to deepen this study, including promoting an approach about the social function of this symbology and its effects. Research has revealed to us that there is an instability as to the true function or attribution of the profession-teacher in the contemporaneity. Explicitly, all the interviewees, each in his own way, even recognizing the protagonism of the "profession-teacher", made mention or association of the teaching work to a "gift", "talent", "mission/call", "priesthood", "vocation", "love" and "polyvalence", which referred us to the figure of the "teacher-hero". However, there is an interface that transits symbolically between the two representations, since nine (09) of the thirteen (13) interviewed (the same subjects), in their words, also referred to the figure of "villain-teacher" fact that they are linked to some of our created categories: "guilty"; or "specialist/professional"; or "loser/negligent". Preliminarily, we perceive a "hero" teacher; however, considering this perceptible interconnection, conversely, it can become "villain" when we relate to the political, sociocultural structures and the working conditions of the institutions studied.