A análise de discurso em sala de aula: promovendo outras leituras sobre os sentidos do masculino e do feminino

• Autor(a) principal: Mota, Raquel Danielli
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18767
• topic: Discourse; Reading; Deconstruction; Feminism; Discurso; Leitura; Desconstrução; Feminismo; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The present research arises from the observation of the dynamics of a ninth-grade class of elementary school at Colégio Estadual Professor Odysséa Silveira de Siqueira concerning the way students perceived themselves as readers and the way sexism could be present in the classroom routine. This concern originated the elaboration of an intervention project with the objective of proposing reading and interpretation practices with these students, in order to exercise critical readings with them, promoting an understanding on the ways of meaning production about man and woman in the selected texts. The methodological approach adopted in this paper is that of the Discourse Analysis of the French school initiated by Michel Pêcheux (1969), developed in Brazil by Eni Orlandi (2003) and researchers trained by her. Based on this approach, a project was developed with the students that took place through a set of activities designed and proposed in order to promote the practice of discursive reading of different significant materialities, debates, diaries writing and conversation circles. With these practices, we seek to follow a path of deconstruction of the stereotyped, naturalized, meanings about the feminine so that we can produce other meanings. The research also included feminist theorists such as Simone de Beauvoir, Angela Davis and Judith Butler, as well as the contribution of others who turn to gender issues like Pierre Bourdieu. As an interpretive, qualitative and ethnographic research, it presupposes the observation and participation of the research people, teacher and students, during the process. In addition to the involvement and engagement of the group, which can be perceived by the process analysis as well as the written production of the students, there was a reflection of the pedagogical practice itself and the role of the researcher during the research project.