Os discursos do adoecimento docente no Brasil : uma problematização do endividamento docente

Abstract

The present dissertation is about the examination of discourses on teacher illness among professors who work in the Brazilian university setting, from a archeogenealogyperspective based on Foucault, operating with the discourse analysis tool. I sought to understand the conditions of possibilities that enable this discourse to emerge in a determined temporality: the contemporary, seeking to denaturalize that which is given as true and natural: that the teacher is ill. To achieve that, I conducted, first, a documental analysis in 17 published articles in journals which were well evaluated by CAPES, published in the areas of education, health and administration. Then, I conducted eight interviews with professors who work at a federal university in the State of Rio Grande do Sul. After reading and listening to these documents, I divided the analysis according to the most present regularities: 1) the business discourse of overperformance, and 2) gender when it comes to teaching at a university level. When I discuss the first regularity, I approach questions of overperformance, self-competition and self-management. When it comes to the second regularity, I refer to women who perceive the environment as being more conductive to illness than men in the university setting, to gender discrimination suffered by women and to the presence of health in the interviews by female professors, with empathy present in their daily work practice. Lastly, I propose a tool to approach the subject of teaching illness, that is: the teacher who is in debt, this means of subjectivation in which we make ourselves selfresponsible as teachers to our failure or success. So, instead of talking about teacher illness as individual data, I propose to think about it as a contemporary symptom of a sickened machinery that leads to so many human collapses in spaces and temporalities of Brazilian universities.