A alfabetização midiática: análise do estereótipo do professor-amor

Abstract

This dissertation investigates how the institutional media of the Brazil’s Ministry of Education (MEC) contributes to the construction and perpetuation of the “teacher-love” stereotype, represented as a self-sacrificing hero, emotionally available, and solely responsible for social transformation. This qualitative research is grounded in an interdisciplinary theoretical framework that encompasses Paulo Freire's critical pedagogy, Louis Althusser's concept of Ideological State Apparatuses, Douglas Kellner and David Buckingham's cultural studies, and Martine Joly's semiotics. Commercials aired between 2008 and 2020 were analyzed through documentary analysis, image semiotics, and critical discourse analysis. The results demonstrate that these materials reinforce a meritocratic and emotional logic that romanticizes teaching work and masks its actual conditions, shifting the teacher's role into the symbolic function of a savior. As a response to this problem and a means to address the research question, an Educational Product was developed in the form of a short course aimed at initial and continuing teacher education. Focusing on Media Literacy, the proposal aims to provide tools for the critical reading of institutional media and to stimulate the reconstruction of teaching identity from a politically engaged and emancipatory perspective. The results demonstrated that the MEC campaigns convert the State’s structural deficiencies into individual virtues, utilizing the "teacher-hero" trope to romanticize precariousness and discourage class consciousness. Thus, these advertisements operate as devices for maintaining hegemony that, under the pretext of valuing the profession, ultimately depoliticize the category and render state responsibility invisible.