Abstract. The primary objective of this study was to discuss how participants in a lato sensupostgraduate course —three Brazilian English language teachers undergoing continuing professional development— discursively construct teacher suffering. The study also sought to focus on the coherence demonstrated by the participating teachers in associating the word "suffering" with its etymological meaning. Guided by the parameters of Interactional Sociolinguistics (RIBEIRO & GARCEZ, 2002), the theoretical framework adopted in the research is based on studies of oral narratives (LABOV, 1972; [1967] 2003; BASTOS, 2005; 2008; 2015) and life histories (LINDE, 1993). This is a qualitative and interpretivist research study (DENZIN; LINCOLN, 2006; ERICKSON, 1986; MINAYO, 2002; ANDRÉ, 2008), whose data were generated using interviews as reflective activities with exploratory potential (ARPE), in accordance with the proposals of Exploratory Practice (ALLWRIGHT, 1991; 2003c; 2006; MILLER, 2012; 2010; MORAES BEZERRA, 2007). Suffering is characterized as the difficulty of being a teacher due to discrimination and social contempt, and as the result of the ratification of common sense, the product of social and educational policies, and unvoiced constructions of social professional idealization. The results obtained shed light on the pressing need to promote encouragement for resistance and survival against inequality and social injustices.
How to cite. Colombo-Gomes, G. da S. (2019). O peso do sofrimento pedagógico em episódios e histórias de vida / The burden of pedagogical suffering in episodes and life histories. Pensares Em Revista, (14). https://doi.org/10.12957/pr.2019.38311 Thoughts in Magazine, 14. https://doi.org/10.12957/pr.2019.38311
