Abstract

TAVARES, Carla Nunes Vieira. From niggling to implication: possibilities of occupying the teacher’s position in teaching writing. LTP [online]. 2017, vol.35, n.69, pp.73-86. ISSN 2317-0972.  https://doi.org/10.5965/0102-387Xv35n6920170086.

Through analyzing a teaching experience report, this article aims to discuss solutions to the victimization discourse which characterizes the discursive position of language teachers, especially in regards to the teaching of writing. Based on certain notions of the Lacanian psychoanalysis, teacher education and the language teaching-learning process are addressed, in order to support the idea that the transmission of knowledge depends on subjective investment, being prompted by the transfer process. In the report’s analysis it is pointed out that a higher involvement in taking up the teacher position would be closely related to a creative relationship between subject and knowledge, allowing the educator to let go of a discourse of victimization in order to assume an inventive and responsible posture about the position of the teacher.

Keywords : Language Teaching-Learning; Teacher Education; Writing.

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