Discurso, mídia e ensino: processos de objetivação/subjetivação no movimento escolar do Brasil contemporâneo

• Autor(a) principal: Santos, Alisson França
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/15231
• topic: Análise do discurso; Educação; Aspectos políticos; Subjetividade; Objetividade; Professores; Facebook (Rede social on-line); Movimento escolar; Discurso; Mídia; Ensino; Objetivação; Subjetivação; School movement; Discourse; Media; Teaching; Objectification; Subjectivation; LINGUISTICA, LETRAS E ARTES::LETRAS

The object of this research is the discourse produced by a school movement in contemporary Brazil. To begin with, we refer to two draft laws (DL) that were submitted to the legislators’ analysis from the year 2015 to 2019 as part of the emergence conditions of a set of utterances triggered in cyberspace. The first one, DL 7800/2016, was passed by the Legislative Assembly of the State of Alagoas in 2015, but suspended by the Federal Supreme Court in 2017; the second one, DL 867/2015, was submitted to the Chamber of Deputies in 2015, but interrupted years later, in 2019. Such projects, despite their specificities, proposed the “fight against indoctrination” and the punishment of teachers “for propagation of ideological content”. Our hypothesis is that these different DLs were configured as an event that institutionalized the words of this movement, producing a dispersion of their utterances in the digital sphere, especially in social networks. We investigated the discourse on the “School Without Party” web page on Facebook, the social network platform. And, in order to guide our research, we defined three research questions in order to understand the objectification/subjectification processes produced by the school movement in contemporary Brazil, in which discourse, media, and teaching are combined: what knowledge is mobilized by the movement School Without Party discourse and what is the historicity of this knowledge? Which discursive and non-discursive practices are perpetuated through the knowledge mobilized by the discourse under analysis? Finally, considering the set of practices and the mobilization of knowledge in the discourse of the movement School Without Party, what regularities can be found in the different utterances examined? To carry out this work, our corpora consisted of two materials: the first one was made up of Articles 4 and 5 of the DL 867/2015, which deal with the teachers' duties and the space for regulating their speech in the classroom. The second material was composed of ten publications collected from the School Without Party page on Facebook, posted on the platform between the years 2016 and 2019. The analysis was based on the postulates of Michel Foucault (2008, 2010, 2013, 2014a, 2014b), with contributions from Deleuze (1996), Gregolin (2015), and Milanez (2019), aiming at an archaeo-genealogical analysis of the discourse.