Regimes de verdade sobre a instituição escolar em enunciados do projeto "Escola sem partido" no Twitter

• Autor(a) principal: Mendes, Laurianne Guimarães
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/30542; http://doi.org/10.14393/ufu.di.2020.3050
• topic: Discurso; Escola sem partido; Regime de verdade; Twitter; Discourse; Regime of truth; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA; Fake news; Verdade; Escola; Twitter (Rede social on-line)

The Escola Sem Partido project is a political movement that emerged in São Paulo, Brazil, in 2004, with the lawyer Miguel Nagib as its founder and one of its central objectives to guide the performance of teachers in the classroom, seeking the impartiality and objectivity of the teacher. Faced with this context, the discomfort that marks the present study emerges: “Which regimes of truth question the school environment, specifically those that base the School Without Party project, in statements put into circulation on Twitter in 2018?”. Inscribed in the field of French Discourse Analysis (AD), especially in the reflections of Michel Foucault, the present research takes as a corpus of analysis 21 tweets from three profiles present on the social network Twitter: i) from civil society (@EscolaSemPartido); ii) councilman Fernando Holiday (@FernandoHoliday); and, finally, iii) the then presidential candidate, Jair Messias Bolsonaro (@JairBolsonaro). In the meantime, it has as a guiding point to think about the discursive constitution of the school institution by the statements arising from the political movement Escola Sem Partido. From the notion of governmentality, it is reflected how these statements build and circulate truths about the role of the school, teachers and students in the teaching-learning processes. As discursive regularities, raised and observed through the analyzes undertaken, are the notions of indoctrination, sexuality and teaching when aiming at the school institution. It was observed that the discursive strategy of this discourse occurs, among others, by sensitizing the family, one of the main instruments of governmentality for the control of the population.