Representações da identidade docente em reels humorísticos no instagram: discursos, performances e estereótipos sobre “ser professora”

Abstract

This study analyzes how humoristic reels published on Instagram construct representations of “being a female teacher” and produce meanings regarding pedagogical practice, teaching performance, and professional knowledge in contemporary times. This is a qualitative, descriptive-interpretive, and bibliographic study grounded in the theoretical frameworks of language, humor, teacher identity, and digital cultures proposed by Nóvoa (2009, 2017), Freire (1996), Rosas (2024), Possenti (2018), among others. The corpus comprises three reels published between 2025 and 2026 by content creators Diogo Almeida, Roberto Maur (Tia Lousa), and Sônia Kaminski. The analysis shows that reels go beyond entertainment, constituting discursive practices that produce and circulate socially shared representations of teaching. The results reveal that these representations are organized around three main axes: the construction of teacher identity based on socially recognized practices, objects, and performances; the expansion of responsibilities assigned to teachers beyond instruction; and the articulation between academic training and experiential knowledge in professional practice. Furthermore, humor mobilizes discursive, performative, and multimodal resources whose effectiveness relies on the interlocutors' shared social memory and the recognition of recurring everyday school experiences. The analyzed reels reproduce representations historically associated with the feminization of teaching while simultaneously challenging stereotypes by highlighting workload overextension, pedagogical complexity, and teaching contradictions. It concludes that humor operates as a discursive practice capable of producing, negotiating, and resignifying meanings about the teaching profession, establishing Instagram as a relevant space for constructing social imaginaries about “being a female teacher”.