Abstract—This research aims at investigating the collective
imaginary of high school teachers regarding teenagers
nowadays. It is based on the perspective that the school
environment plays an important role in the process of emotion
growth, and that this environment is highly affected by the
teachers’ behavior. As an empirical psychoanalytical study, this
investigation is composed of individual interviews with five
teachers using the Drawing-Story with Theme procedure as a
dialogical mediating resource. Transferential narratives were
then written based on the clinical encounter and considered
psychoanalytically, alongside the drawing-stories, allowing the
perception of two affective-emotional fields, “naturally
alienated” and “defensively alienated”. It is our understanding
that these two fields might guide teachers to different conducts
in regards to their young students, ranging from an equally
alienated behavior in the classroom to attempts at closing the
distance between them.
Index Terms—Teacher, adolescence, collective imaginary, D.
W. Winnicott, qualitative research.
Miriam Tachibana, Aline Vilarinho Montezi, Tomíris Forner Barcelos,
André Sirota, and Tânia Aiello Vaisberg are with Universidade de São Paulo,
Brazil (e-mail: mirita@uol.com.br, alinemontezi@hotmail.com,
tomirisfb@hotmail.com, a.sirota@orange.fr, aiello.vaisberg@gmail.com).
Cite: Miriam Tachibana, Aline Vilarinho Montezi, Tomíris Forner Barcelos, André Sirota, and Tânia Aiello Vaisberg, "Who Are the Teenagers of Today? Collective Imaginary of Brazilian Teachers," International Journal of Information and Education Technology vol. 5, no. 1, pp. 47-49, 2015.