O EXERCÍCIO DA AUTORIDADE PEDAGÓGICA: MÚLTIPLAS SIGNIFICAÇÕES

Abstract

This research had as an aim to reflect about the concept of pedagogical authority concerning to the analysis of discourses of a local teacher and her students, by apprehending some of the multiple meanings that enabled us to get from them in relation to what has been lived in the teaching practice. The studies were accomplished from a text production elaborated by the students about the thematic topic that has been already mentioned, followed by sessions of semi-structured interviews with them, as well as the referred teacher. In order to accomplish this study a theoretical procedure was used the Analysis of the Discourse (AD) based on the works of renowned French scholars, who have the purpose to consider the social and historical determination of the individuals, concerning to what the say, and attempting to the productive conditions in which the discourses were constructed. They also constituted the theoretical base of this research with the contribution of eminent philosophers such as Hannah Arendt (2000) and Michel Foucault (1989-2001), who enabled us to discuss about the concepts of authority and power, and theorists like Pêcheux (1988), Orlandi (1987-2000) and Roure (1996-2003), helping us in the well-thought creation of the AD. Concerning to the purpose of this research, the analysis showed us that among the innumerable meanings about authority given by the reported individuals, we observed the presence of relation word/ knowledge/ power, in which the power of the master is assured by a mediatorial knowledge of the discourse, which is sustained through his work, commitment and responsibility while practicing it, which enables us to transmit the experiences for future generations.