A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/25133 |
Resumo: | The aim of the present study is to investigate the ways in which social actors in Education (teachers, students and school) are represented in the reportages of the magazine Veja, year 2007, Education Sector. At first, the objective is to analyze the linguistic and ideological strategies mobilized by enunciators to represent social actors in building its image to the reading public. Secondly, it is our intention to present, through the analyses of these representations, the ethical and political developments arising out of these representations. To guide the research it is risen the possibility that Veja, grounding on neoliberalist philosophical assumptions and technicist pedagogy, builds for the reading public an ideal image of education, incorporating the educational system, teachers and students in pre-established models as the only means for solving problems in teaching and learning and, with that doing, naturalize hegemonic practices and stresses the ethical issue of social exclusion. Due to the interdisciplinary and interventionist nature of research, is chosen as the theoreticalmethodological apparatus, the qualitative interpretative paradigm, as discussed by Moita Lopes (1994), Signorini (1998), Cavalcanti (1996), Gialdino (1993), among others. It is used as theoretical foundation for the analyses, the assumptions of Critical Discourse Analysis, as discussed by Fairclough, (2001a, 2001b), Pedro (1997), Resende and Ramalho (2006), among others. The notions of ideology are presented as per contributions by Thompson (1995), Van Leeuwen (1997) and the notions of power are presented in accordance with the studies by Foucault (2000). A Critical Discourse Analysis considers some fundamentals of Functionalist Linguistics and accordingly, we use the contributions by Halliday (1994), Eggins (1994), Neves (2006), among others. We present some ideas about intertextuality, focusing on the heterogeneity of the texts and the discursive formations, as contributions by Bakthin (2003), among others. We study the ethos (AMOSSY, 2008), gender (MEURER; BONINI, Motta ROTH, 2005) and the assumptions of neo-liberal philosophy and technicist pedagogy. In addition to the hypothesis proved through the analyses, it was found that the reportages were characterized as article and, therefore, it is asserted that Veja reportages presented an opinionated angle masquerading as information. It was concluded also, through analyses, that the social actors of education were represented as objects and as ends in themselves to serve a larger project: to supply the market. |
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2016-03-15T19:47:45Z2020-05-28T18:12:08Z2010-07-162020-05-28T18:12:08Z2010-02-11http://dspace.mackenzie.br/handle/10899/25133The aim of the present study is to investigate the ways in which social actors in Education (teachers, students and school) are represented in the reportages of the magazine Veja, year 2007, Education Sector. At first, the objective is to analyze the linguistic and ideological strategies mobilized by enunciators to represent social actors in building its image to the reading public. Secondly, it is our intention to present, through the analyses of these representations, the ethical and political developments arising out of these representations. To guide the research it is risen the possibility that Veja, grounding on neoliberalist philosophical assumptions and technicist pedagogy, builds for the reading public an ideal image of education, incorporating the educational system, teachers and students in pre-established models as the only means for solving problems in teaching and learning and, with that doing, naturalize hegemonic practices and stresses the ethical issue of social exclusion. Due to the interdisciplinary and interventionist nature of research, is chosen as the theoreticalmethodological apparatus, the qualitative interpretative paradigm, as discussed by Moita Lopes (1994), Signorini (1998), Cavalcanti (1996), Gialdino (1993), among others. It is used as theoretical foundation for the analyses, the assumptions of Critical Discourse Analysis, as discussed by Fairclough, (2001a, 2001b), Pedro (1997), Resende and Ramalho (2006), among others. The notions of ideology are presented as per contributions by Thompson (1995), Van Leeuwen (1997) and the notions of power are presented in accordance with the studies by Foucault (2000). A Critical Discourse Analysis considers some fundamentals of Functionalist Linguistics and accordingly, we use the contributions by Halliday (1994), Eggins (1994), Neves (2006), among others. We present some ideas about intertextuality, focusing on the heterogeneity of the texts and the discursive formations, as contributions by Bakthin (2003), among others. We study the ethos (AMOSSY, 2008), gender (MEURER; BONINI, Motta ROTH, 2005) and the assumptions of neo-liberal philosophy and technicist pedagogy. In addition to the hypothesis proved through the analyses, it was found that the reportages were characterized as article and, therefore, it is asserted that Veja reportages presented an opinionated angle masquerading as information. It was concluded also, through analyses, that the social actors of education were represented as objects and as ends in themselves to serve a larger project: to supply the market.Pretende-se, nesta pesquisa, investigar as formas como os atores sociais da Educação (professores, alunos e escola) são representados nas reportagens da Revista Veja ano 2007, setor Educação. No primeiro momento, objetiva-se analisar as estratégias linguísticoideológicas mobilizadas pelos enunciadores para representar os atores sociais na construção de sua imagem ao público leitor. Objetiva-se, em segundo lugar, apresentar, mediante as análises dessas representações, os desdobramentos éticos e políticos advindos dessas representações. Para nortear a investigação, levanta-se a hipótese de que a Revista Veja, embasando-se nos pressupostos filosóficos neoliberais e na pedagogia tecnicista, constrói para o público leitor uma imagem ideal de educação, enquadrando o sistema educacional, professores e alunos em modelos pré-estabelecidos como únicos meios para a resolução de problemas no ensino/aprendizagem e, com esse fazer, naturaliza práticas hegemônicas e acentua a questão ética da exclusão social. Devido ao cariz interdisciplinar e intervencionista da pesquisa, escolhe-se, como aparato teórico-metodológico, o paradigma qualitativo interpretativista, conforme discutem Moita Lopes (1994), Signorini (1998), Cavalcanti (1996), Gialdino (1993), dentre outros. Emprega-se, como fundamentação teórica para as análises, os pressupostos da Análise de Discurso Crítica, conforme discutem Fairclough, (2001 a, 2001 b), Pedro (1997), Resende e Ramalho (2006), dentre outros. As noções de ideologia são apresentadas segundo as contribuições de Thompson (1995), Van Leuween (1997) e as noções de poder são apresentadas de acordo com os estudos de Foucault (2000). A Análise Crítica do Discurso considera alguns fundamentos da Lingüística Funcionalista e em função disso, utilizam-se as contribuições de Halliday (1994), Eggins (1994), Neves (2006), dentre outros. Apresentam-se algumas noções a respeito da intertextualidade, focalizando para a heterogeneidade dos textos e as formações discursivas, conforme contribuições de Bakthin (2003), dentre outros. Estuda-se o ethos (AMOSSY, 2008), o gênero (MEURER; BONINI; MOTTA ROTH, 2005) e os pressupostos da filosofia neoliberal e da pedagogia tecnicista. Além de a hipótese ter sido comprovada por meio das análises, verificou-se que as reportagens se caracterizaram como artigo e, por isso, afirmou-se que a Veja apresentou nas reportagens uma angulação opinativa disfarçada de informação. Concluiu-se, também, pelas análises, que os atores sociais da educação foram representados como objetos e como fins em si mesmos para servirem a um projeto maior: abastecer o mercado.Fundo Mackenzie de Pesquisaapplication/pdfporUniversidade Presbiteriana MackenzieLetrasUPMBRLetrasanálise critica do discursolinguística funcionalistaeducaçãopedagogia tecnicistaneoliberalismocritical discourse analysisfunctionalist linguisticseducationtechnicist pedagogyneoliberalismCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAA educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisNeves, Maria Helena de Mourahttp://lattes.cnpq.br/7763723797874715Vasconcelos, Maria Lúcia Marcondes Carvalhohttp://lattes.cnpq.br/8867051797313548Guimarães, Alexandre Huady Torreshttp://lattes.cnpq.br/5647180339750545Pantaleoni, Nílvia Terezinha da Silvahttp://lattes.cnpq.br/8152686427333419Hirata-vale, Flávia Bezerra de Menezeshttp://lattes.cnpq.br/2797556968074056http://lattes.cnpq.br/7863154001467543Chagas, Rita Maria Fonseca Matoshttp://tede.mackenzie.br/jspui/retrieve/4567/Rita%20Maria%20Fonseca%20Matos%20Chagas.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/2369/1/Rita%20Maria%20Fonseca%20Matos%20Chagas.pdfinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/251332020-05-28 15:12:08.686Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação |
title |
A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação |
spellingShingle |
A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação Chagas, Rita Maria Fonseca Matos análise critica do discurso linguística funcionalista educação pedagogia tecnicista neoliberalismo critical discourse analysis functionalist linguistics education technicist pedagogy neoliberalism CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação |
title_full |
A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação |
title_fullStr |
A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação |
title_full_unstemmed |
A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação |
title_sort |
A educação segundo o olhar da Veja: uma análise linguístico discursiva da representação dos atores sociais da educação |
author |
Chagas, Rita Maria Fonseca Matos |
author_facet |
Chagas, Rita Maria Fonseca Matos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Neves, Maria Helena de Moura |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7763723797874715 |
dc.contributor.referee1.fl_str_mv |
Vasconcelos, Maria Lúcia Marcondes Carvalho |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8867051797313548 |
dc.contributor.referee2.fl_str_mv |
Guimarães, Alexandre Huady Torres |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5647180339750545 |
dc.contributor.referee3.fl_str_mv |
Pantaleoni, Nílvia Terezinha da Silva |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8152686427333419 |
dc.contributor.referee4.fl_str_mv |
Hirata-vale, Flávia Bezerra de Menezes |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2797556968074056 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7863154001467543 |
dc.contributor.author.fl_str_mv |
Chagas, Rita Maria Fonseca Matos |
contributor_str_mv |
Neves, Maria Helena de Moura Vasconcelos, Maria Lúcia Marcondes Carvalho Guimarães, Alexandre Huady Torres Pantaleoni, Nílvia Terezinha da Silva Hirata-vale, Flávia Bezerra de Menezes |
dc.subject.por.fl_str_mv |
análise critica do discurso linguística funcionalista educação pedagogia tecnicista neoliberalismo |
topic |
análise critica do discurso linguística funcionalista educação pedagogia tecnicista neoliberalismo critical discourse analysis functionalist linguistics education technicist pedagogy neoliberalism CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
critical discourse analysis functionalist linguistics education technicist pedagogy neoliberalism |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
The aim of the present study is to investigate the ways in which social actors in Education (teachers, students and school) are represented in the reportages of the magazine Veja, year 2007, Education Sector. At first, the objective is to analyze the linguistic and ideological strategies mobilized by enunciators to represent social actors in building its image to the reading public. Secondly, it is our intention to present, through the analyses of these representations, the ethical and political developments arising out of these representations. To guide the research it is risen the possibility that Veja, grounding on neoliberalist philosophical assumptions and technicist pedagogy, builds for the reading public an ideal image of education, incorporating the educational system, teachers and students in pre-established models as the only means for solving problems in teaching and learning and, with that doing, naturalize hegemonic practices and stresses the ethical issue of social exclusion. Due to the interdisciplinary and interventionist nature of research, is chosen as the theoreticalmethodological apparatus, the qualitative interpretative paradigm, as discussed by Moita Lopes (1994), Signorini (1998), Cavalcanti (1996), Gialdino (1993), among others. It is used as theoretical foundation for the analyses, the assumptions of Critical Discourse Analysis, as discussed by Fairclough, (2001a, 2001b), Pedro (1997), Resende and Ramalho (2006), among others. The notions of ideology are presented as per contributions by Thompson (1995), Van Leeuwen (1997) and the notions of power are presented in accordance with the studies by Foucault (2000). A Critical Discourse Analysis considers some fundamentals of Functionalist Linguistics and accordingly, we use the contributions by Halliday (1994), Eggins (1994), Neves (2006), among others. We present some ideas about intertextuality, focusing on the heterogeneity of the texts and the discursive formations, as contributions by Bakthin (2003), among others. We study the ethos (AMOSSY, 2008), gender (MEURER; BONINI, Motta ROTH, 2005) and the assumptions of neo-liberal philosophy and technicist pedagogy. In addition to the hypothesis proved through the analyses, it was found that the reportages were characterized as article and, therefore, it is asserted that Veja reportages presented an opinionated angle masquerading as information. It was concluded also, through analyses, that the social actors of education were represented as objects and as ends in themselves to serve a larger project: to supply the market. |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-07-16 2020-05-28T18:12:08Z |
dc.date.issued.fl_str_mv |
2010-02-11 |
dc.date.accessioned.fl_str_mv |
2016-03-15T19:47:45Z 2020-05-28T18:12:08Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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http://dspace.mackenzie.br/handle/10899/25133 |
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por |
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info:eu-repo/semantics/openAccess |
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Universidade Presbiteriana Mackenzie |
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Universidade Presbiteriana Mackenzie |
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