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This article comes from a doctoral thesis defended in 2018 and dedicated to the teaching of philosophy in high school. It is located within a psychoanalytically oriented clinical approach to education science. The author explores some latent aspects of the discourse of a secondary school philosophy teacher in an unstructured clinical interview conducted on the basis of the following instruction: “I would like you to tell me, as it comes to you, what you feel when you teach philosophy.” Starting from a psychic elaboration of countertransferential feelings in resonance with several enunciatory elements of the speech of this teacher related to spectacle and staging, the author analyzes unconscious psychic mechanisms that seem to underlie the evocation by this professor of a certain dramatization of her teaching practice. After having highlighted the partially conscious psychic investment of which this dramatization seems to be the object, the author hypothesizes that part of a certain professional psychic suffering that seems to underlie the discourse of this teacher could be an effect of the psychic efforts inherent in this supposed staging of the act of teaching. Indeed, if this evocation of a performance of the sovereign word is obviously a part of the pleasure that this teacher says she experiences when teaching, it also includes several metaphorizations of which a latent suffering is the central and common element, which, on the unconscious psychic level, constitutes a heuristic paradox. This article is thus about trying to better understand certain psychic effects that might provoke, when evoking teaching practice, a dramatization inflected by unconscious psychic processes.