Respostas que o professor produz quando se diz angustiado no trabalho docente

Abstract

This thesis is the result of an interventional psychoanalytic orientation research, done by a faculty group from Rural Education and by another one from Urban Education, at schools part of the State of Parás public system. We applied a listening system in which the interventional researcher puts him/herself as a transfering means to capture the effects the unconscious communicates over one or another partial truth of the subject through how and what it is being spoken by the teacher when he/she claims to suffer from angst in his/her faculty-related work. It is seen that the presence of uneasiness triggers what many teachers call angst. With a topographic variation of angst, the uneasiness is the suffering that threatens the human being from three sources: from the body itself as a warning sign; from the outside environment that can eventually affect from within and can be deadly crushing and destructive; and at last, from intracultural human relationships. Data gathering happens using two methodological tools: the conversation circles and the clinic orientation interview. The faculty group from Rural Education and from Urban Education, each group at their turn and respecting individuality, let each one speak in their own way how they are affected with intense uneasiness at work. Even though knowing that, generally, it can be how angst presents itself in a person (as a real subject, not social), the angst identified in the study differs from the angst originally learned from Freud and Lacan. Because of the incommunicability with what is real about the person, the verified angst starts with a number of complaints the teacher makes to disguise something else from the real him/her. However, the research is capable of identifying some outlining in how the angst is present and is produced by those same teachers. The faculty groups teachers of Rural Education, each one in their own way, tend to produce answers that lead them to imply having problems related with their faculty work, even facing a precarious reality in which they are inserted in and have to work as teachers. The interesting thing is that those same teachers find vital vectors that make him/her work by displacing him/herself from the place of enjoyment, which could make him/her stay in a situation that is the cause of complaint, then starting to occupy a different position, i.e., producing ways to get out of the problem and that it shows an articulation with the idealization that exists in the person. In the Urban Education, when stability at work has been achieved, the uneasiness is justified by the erratic behavior of the student, who shows reluctancy to respond properly to the teachers educational approach; which results, in some others, in death. The uneasiness shows up in urban context as an angst point, which is translated by an education that is difficult to handle by the person who is charge of it.