El sujeto docente ausente de las movilizaciones educativas: Un análisis del discurso docente

Abstract

This article presents an analysis about the place of the teacher as a subject in the Chilean social movement for education. That analysis was constructed based on the findings of a recent research conducted on Santiago's secondary education teachers. Its objective was to understand the political dimensions of work in the discourse of the teacher. The study focused on the critical analysis of the discourse, using Fairclough's three-factor analysis model. We found that the discourse produced by teachers is framed by the limits of the hegemonic discourse order. Teachers deny the political dimension of work, associating it with institutional claims settlement issues. In their discourse, the educational and social reality gets exposed as a natural event that is not subject to modification by actions by subjects. Their discourse about memory is fragmented; teachers and students are produced in it as passive actors of the educational reality. These discourse phenomena set themselves far away from central aspects of the discourse constructed by student organizations throughout the last decade.