The meanings of “Maranhense” and “Maranhensity” in the curricular document of the Maranhão territory: culture, race and education

• Autor(a) principal: Fernandes, Alzilane Bento
• Data de Publicação: 2022
• Outros Autores: França , Glória da Ressureição Abreu, Chaves , Tyara Veriato
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABRALIN (Online)
• Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/2078
• topic: Discurso; Memória Discursiva; Sujeito; Maranhensidade; Racismo; Discourse; Discursive Memory; Subject; Maranhensity; Racism

This work is produced from discourses around the implementation of the Curricular Document of the Maranhense Territory (DCTMA) established as a curriculum and reference for basic education schools in Maranhão. We take as a methodological theoretical framework the Materialist Discourse Analysis (PÊCHEUX, [1983] 2012), in dialogue with a decolonial perspective (MBEMBE, [2013] 2018; GONZALEZ, [1984] 2020; FRANÇA, 2018) and with the field of Education Criticism (FREIRE, [1975] 2005). We aim to analyze the discourses of/about "Maranhense" and "Maranhensidade" textualized in the Curricular Document of the Território Maranhense. The presence of the signifiers “Maranhense” and “Maranhensity” introduces the dimension of culture in a document purportedly from the field of education. From our point of view, when we take the cultural as political, that is, as a place where racial issues are concealed (FRANÇA, 2018), we ask ourselves about the construction of a racialized and regionalized subject. Thus, we formulate: How does the discourse on “Maranhense” and “Maranhensidade” work in the DCTMA? What do these designations materialize in the language and what do they silence? In dialogue with Critical Education, which discusses banking education as a reflection of the oppressive society that nullifies the interpretive power of students by imposing passivity on them, we problematize the dimension of the “culture of silence” (FREIRE, [1975] 2005), taking the theoretical practice as a possible place of transformation, of production of events (PÊCHEUX, [1981] 2016). Thinking about these issues from the field of Discourse in an anti-racist position (FRANÇA, 2018; CESTARI, 2015) brings into play the dimension of language as a place of materialization of ideological processes, therefore, a place of dispute and other possible meanings.