Abstract:
The article analyzes the hired teachers labor in Federal Institutions of Education from a discursive perspective. It is assumed that different contractual and rights, which make working relationships of hired teachers quite precarious, are feed backed by the symbolic field of lexical choices - “effective” and “hired” - which reinforce the polarization between those teachers classes. A Corpus sample (consisting of 18 self-assessments written by hired teachers in real communication situations with the institution) was analyzed within an interdisciplinary endeavor, combining studies of teaching work with the theoretical and methodological framework of Critical Discourse Analysis. The main objective was to identify (1) their linguistic-discursive marks used in their self-representation and work; (2) the management strategies of the contract situation stigmatizing potential; and (3) the effects that help to deconstruct the polarization between effective and substitute teachers.
Keywords:
Critical Discourse Analysis; Stigma; Substitute teachers