Cenografia e ethos como imagens de si no discurso de psicólogas docentes: dramáticas do corpo-si, produção de saberes e sentidos nas atividades laborais

Abstract

This research, entitled Scenography and ethos as images of self in the discourse of teaching psychologists: dramas of the body-self, production of knowledge and meanings in work activities, develops an ergodiscursive path whose theme is "Language and work: discursive practices of teaching psychologists in work activities", limiting itself to scenography and the respective discursive ethos, as images of self, which are constructed in the discursive practices about the work of the professionals researched in this study - teaching psychologists. As a general objective, the thesis aims to describe and analyze scenography that results in the construction of discursive ethos, as images of self, inferred from the discursive practices about work that allow us to understand the dramas of use of the body-self, the production of knowledge and meanings in the work activities of the teaching psychologists interviewed. The theoretical framework of this study gives special emphasis to ergology (Schwartz; Durrive, 2010; Durrive, 2015; Schwartz, 2014; Schwartz, 2020; Trinquet, 2010; Nouroudine, 2002) in interface with Discourse Analysis (Maingueneau, 2008a, 2008b, 2015, 2018, 2020), which is centered on the study of global semantics and the enunciation situation: scenography and ethos. The research is exploratory, bibliographical, documentary and field with a qualitative approach. The corpus of analysis consists of the Code of Professional Ethics of the Psychologist (Federal Council of Psychology, 2005), excerpts from the Pedagogical Project of the Psychology course (URI, 2021) of the Regional Integrated University of Alto Uruguai and Missões (URI/Campus Frederico Westphalen/RS), and the discursive materiality arising from unstructured interviews conducted through Google Meet with psychologists who work as teachers at this institution. The thesis defended is that the statements of the interviewed teaching psychologists construct discursive ethos, as images of themselves, in each situation of enunciation in which they inscribe themselves by saying "I" and establishing the "you" before themselves. Such situations arise from the scenarios established in and by the discourse that reveal: the dramatic experiences experienced by professionals in the activities carried out in the psychotherapy office and in the undergraduate psychology course; the production of knowledge and meanings in the concreteness of real work, which, consequently, gives rise to discursive ethos based on professional ethics, with competence and empathy. We infer, through the linguistic clues inscribed in the statements, that the enunciative scenes present in the prescribed documents and in the discursive practices about the activities of the interviewed teaching psychologists reveal scenographies that construct the discursive ethos of the CFP, the institution (undergraduate course in Psychology) and the professionals, images of themselves that reveal the commitment to professional ethics, as well as the complexity of doing and acting competently at work.