REPRESENTATIONS OF TEMPORARY TEACHERS IN BASIC EDUCATION IN THE FEDERAL DISTRICT

Abstract

This study aimed to investigate the discursive representations of temporary teachers in basic education. It is theoretically and methodologically grounded in Fairclough’s (2003) Critical Discourse Analysis (CDA), Van Leeuwen’s (2008) Theory of Social Actor Representation, and Halliday’s (1994) Systemic Functional Linguistics. The results indicate that representations of temporary teaching are intertwined with the concepts of precariousness, progress, and instability. These representations are permeated by discourses that either legitimize or challenge precarious working conditions—sometimes naturalizing them as part of the profession, sometimes denouncing them as a product of neoliberal logic.