A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMS |
Texto Completo: | https://repositorio.ufms.br/handle/123456789/4319 |
Resumo: | Based on archaeogenealogy (ARAÚJO, 2008), the objective of this paper is to destabilize the power-knowledge relationships (FOUCAULT, 2019) that permeate the construction of meanings in ordinary discourses (SILVEIRA, 2015) about Brazilian professors on Twitter, in the years 2019 and 2020. The clippings were selected taking into account the manner in which the discourses of the social network reach an area of visibility that did not exist before the popularization of computerized enunciative spaces (GALLO, 2019). The movement is also based on the discontinuity of historical events (FOUCAULT, 2014a), a view that favors the understanding of how the effects of meaning travel around and are (re)updated in time. The conditions of possibility (FOUCAULT, 2020) of the described and interpreted statements arise from the cut in public higher education funds in 2019, an event marked by the depreciation of the knowledge and practices produced by/at public universities, institutions that were classified by the education minister, Abraham Weintraub, as places of “ruckus”. Based on the establishment of thematic tracks (GUILHAUMOU; MALDIDIER, 2014), three different and interconnected axes were tackled, as methodological-analytical outlines, as follows: “indoctrinating professors”, "being a professor is a statement of not being capable of doing anything else” and “teachers do not work during the pandemic”. As a result, I propose that the analyzed discourses are affected by the formation of a regime of truth (FOUCAULT, 2014a), in which they are applied, through means of governmentality (FOUCAULT, 2019), a strategy of power and knowledge based on disciplinary power (FOUCAULT, 2014b), which fabricates forms of being a teacher today. Keywords: Archaeogenealogy. Ordinary discourses. Ruckus. Subject-teacher. |
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2022-02-03T16:19:18Z2022-02-03T16:19:18Z2021https://repositorio.ufms.br/handle/123456789/4319Based on archaeogenealogy (ARAÚJO, 2008), the objective of this paper is to destabilize the power-knowledge relationships (FOUCAULT, 2019) that permeate the construction of meanings in ordinary discourses (SILVEIRA, 2015) about Brazilian professors on Twitter, in the years 2019 and 2020. The clippings were selected taking into account the manner in which the discourses of the social network reach an area of visibility that did not exist before the popularization of computerized enunciative spaces (GALLO, 2019). The movement is also based on the discontinuity of historical events (FOUCAULT, 2014a), a view that favors the understanding of how the effects of meaning travel around and are (re)updated in time. The conditions of possibility (FOUCAULT, 2020) of the described and interpreted statements arise from the cut in public higher education funds in 2019, an event marked by the depreciation of the knowledge and practices produced by/at public universities, institutions that were classified by the education minister, Abraham Weintraub, as places of “ruckus”. Based on the establishment of thematic tracks (GUILHAUMOU; MALDIDIER, 2014), three different and interconnected axes were tackled, as methodological-analytical outlines, as follows: “indoctrinating professors”, "being a professor is a statement of not being capable of doing anything else” and “teachers do not work during the pandemic”. As a result, I propose that the analyzed discourses are affected by the formation of a regime of truth (FOUCAULT, 2014a), in which they are applied, through means of governmentality (FOUCAULT, 2019), a strategy of power and knowledge based on disciplinary power (FOUCAULT, 2014b), which fabricates forms of being a teacher today. Keywords: Archaeogenealogy. Ordinary discourses. Ruckus. Subject-teacher.Fundamentado na arqueogenealogia (ARAÚJO, 2008), o objetivo deste trabalho é desestabilizar as relações de poder-saber (FOUCAULT, 2019) que atravessam a construção de sentidos nos discursos ordinários (SILVEIRA, 2015) sobre professores brasileiros do Twitter, nos anos de 2019 e 2020. O recorte é selecionado levando em consideração o modo como os discursos da rede social alcançam um lugar de visibilidade que não existia anteriormente à popularização dos espaços enunciativos informatizados (GALLO, 2019). O movimento também é baseado na descontinuidade de acontecimentos históricos (FOUCAULT, 2014a), olhar que favorece a compreensão de como os efeitos de sentido circulam e se (re)atualizam no tempo. As condições de possibilidade (FOUCAULT, 2020) dos enunciados descritos e interpretados surgem do corte de verbas da educação superior federal, em 2019 – evento marcado pela depreciação dos conhecimentos e das práticas produzidas pelas/nas universidades públicas. Instituições que foram definidas pelo ministro da educação no período, Abraham Weintraub, como locais de “balbúrdia”. Do estabelecimento de trajetos temáticos (GUILHAUMOU; MALDIDIER, 2014), foram mobilizados, como recortes metodológico-analíticos, os três diferentes e interligados eixos, a saber: “professores doutrinadores”, “ser professor é declaração de não conseguir fazer outra coisa” e “professores não trabalham na pandemia”. Enquanto resultado, os discursos analisados são atravessados pela formação de um regime de verdades (FOUCAULT, 2014a), em que são aplicadas, por meio da governamentalidade (FOUCAULT, 2019), estratégias de poder e saber pautadas na disciplinarização (FOUCAULT, 2014b), responsável por fabricar modos de ser professor hoje. Palavras-chave: Arqueogenealogia. Discursos ordinários. Balbúrdia. Sujeitoprofessor.Fundação Universidade Federal de Mato Grosso do SulUFMSBrasilArqueogenealogia. Discursos ordinários. Balbúrdia. Sujeito-professor.A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitterinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisElaine de Moraes SantosVALESCA SOARES CONSOLAROinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMSinstname:Universidade Federal de Mato Grosso do Sul (UFMS)instacron:UFMSTHUMBNAILValesca Soares Consolaro, versão final da dissertação para postagem no site da Propp UFMS.pdf.jpgValesca Soares Consolaro, versão final da dissertação para postagem no site da Propp UFMS.pdf.jpgGenerated Thumbnailimage/jpeg1224https://repositorio.ufms.br/bitstream/123456789/4319/3/Valesca%20Soares%20Consolaro%2c%20vers%c3%a3o%20final%20da%20disserta%c3%a7%c3%a3o%20para%20postagem%20no%20site%20da%20Propp%20UFMS.pdf.jpg9a3054cf727cb526ba13d4996fd571b8MD53TEXTValesca Soares Consolaro, versão final da dissertação para postagem no site da Propp UFMS.pdf.txtValesca Soares Consolaro, versão final da dissertação para postagem no site da Propp UFMS.pdf.txtExtracted texttext/plain216810https://repositorio.ufms.br/bitstream/123456789/4319/2/Valesca%20Soares%20Consolaro%2c%20vers%c3%a3o%20final%20da%20disserta%c3%a7%c3%a3o%20para%20postagem%20no%20site%20da%20Propp%20UFMS.pdf.txt921d4d22c5bfae444218a513b3740148MD52ORIGINALValesca Soares Consolaro, versão final da dissertação para postagem no site da Propp UFMS.pdfValesca Soares Consolaro, versão final da dissertação para postagem no site da Propp UFMS.pdfapplication/pdf1437469https://repositorio.ufms.br/bitstream/123456789/4319/1/Valesca%20Soares%20Consolaro%2c%20vers%c3%a3o%20final%20da%20disserta%c3%a7%c3%a3o%20para%20postagem%20no%20site%20da%20Propp%20UFMS.pdf21804078a62cce1f98aadc50b0d633e6MD51123456789/43192022-02-04 03:01:39.756oai:repositorio.ufms.br:123456789/4319Repositório InstitucionalPUBhttps://repositorio.ufms.br/oai/requestri.prograd@ufms.bropendoar:21242022-02-04T07:01:39Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)false |
dc.title.pt_BR.fl_str_mv |
A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter |
title |
A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter |
spellingShingle |
A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter VALESCA SOARES CONSOLARO Arqueogenealogia. Discursos ordinários. Balbúrdia. Sujeito-professor. |
title_short |
A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter |
title_full |
A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter |
title_fullStr |
A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter |
title_full_unstemmed |
A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter |
title_sort |
A construção discursiva de um regime de verdades sobre professores em postagens de 2019 e 2020 no Twitter |
author |
VALESCA SOARES CONSOLARO |
author_facet |
VALESCA SOARES CONSOLARO |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Elaine de Moraes Santos |
dc.contributor.author.fl_str_mv |
VALESCA SOARES CONSOLARO |
contributor_str_mv |
Elaine de Moraes Santos |
dc.subject.por.fl_str_mv |
Arqueogenealogia. Discursos ordinários. Balbúrdia. Sujeito-professor. |
topic |
Arqueogenealogia. Discursos ordinários. Balbúrdia. Sujeito-professor. |
description |
Based on archaeogenealogy (ARAÚJO, 2008), the objective of this paper is to destabilize the power-knowledge relationships (FOUCAULT, 2019) that permeate the construction of meanings in ordinary discourses (SILVEIRA, 2015) about Brazilian professors on Twitter, in the years 2019 and 2020. The clippings were selected taking into account the manner in which the discourses of the social network reach an area of visibility that did not exist before the popularization of computerized enunciative spaces (GALLO, 2019). The movement is also based on the discontinuity of historical events (FOUCAULT, 2014a), a view that favors the understanding of how the effects of meaning travel around and are (re)updated in time. The conditions of possibility (FOUCAULT, 2020) of the described and interpreted statements arise from the cut in public higher education funds in 2019, an event marked by the depreciation of the knowledge and practices produced by/at public universities, institutions that were classified by the education minister, Abraham Weintraub, as places of “ruckus”. Based on the establishment of thematic tracks (GUILHAUMOU; MALDIDIER, 2014), three different and interconnected axes were tackled, as methodological-analytical outlines, as follows: “indoctrinating professors”, "being a professor is a statement of not being capable of doing anything else” and “teachers do not work during the pandemic”. As a result, I propose that the analyzed discourses are affected by the formation of a regime of truth (FOUCAULT, 2014a), in which they are applied, through means of governmentality (FOUCAULT, 2019), a strategy of power and knowledge based on disciplinary power (FOUCAULT, 2014b), which fabricates forms of being a teacher today. Keywords: Archaeogenealogy. Ordinary discourses. Ruckus. Subject-teacher. |
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2021 |
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2021 |
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2022-02-03T16:19:18Z |
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2022-02-03T16:19:18Z |
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info:eu-repo/semantics/publishedVersion |
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Fundação Universidade Federal de Mato Grosso do Sul |
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Brasil |
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Fundação Universidade Federal de Mato Grosso do Sul |
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