Uma análise discursiva e pedagógica da projeção midiática do Movimento Escola sem Partido

Abstract

We aim to analyze the discourse of the School Without Party Movement (MESP) in the face of Brazilian education. For that, we organized the dissertation, using the multipaper format, in three articles, in addition to the introduction and the general final considerations of the research. The theoretical framework of the work is sustained, above all, from Anísio Teixeira (1988, 1999), Paulo Freire (1989, 1997, 2014, 2016) and Dermeval Saviani (2003, 2007, 2018, 2019), which represent the fundamentals of the pedagogical discussion in Brazil from which we cut and name, in this research, Brazilian Progressive Educational Thought (PEPB); and in the discussions of Michael W. Apple (2003), from which emerges, in this research, the Liberal-Conservative Educational Thought (PELC). In the Discourse Analysis of the French line, based on the studies of Dominique Maingueneau (1997, 2000, 2003, 2008, 2015), we have the theoretical and methodological support for our analyzes. The first article — Brazilian Progressive Educational Thought versus Liberal-Conservative Educational Thought: interdiscursive relations constituting the School Without Party Movement — aims to reveal which are the interdiscursive relations that are at the base of MESP, from PEPB and PELC. To this end, the study analyzes the speech of the President of the Republic. The results of the analysis showed the PELC as a counter-discourse to the PEPB, which is established based on the activities of neoliberal, neoconservative and authoritarian populists, who, in their divergences, unite in order to maintain hegemonic privileges through the control of education in Brazil. The second, entitled Brazilian Progressive Educational Thought under attack: simulacra and distortions produced by the School Without Party Movement, aims to highlight the attacks made by MESP against the democratic and autonomous principles of the PEPB. We also approach the construction of MESP's discourse based on simulations that build on the PEPB, mainly with regard to the democratic construction of knowledge. Based on the reflection made, we consider the existence of a dichotomy, because, on the one hand, the young PEPB seeks to strengthen the country's democratic bases, and, on the other hand, MESP tries to homogenize education, defending a rigidity that deepens inequalities and opposes them. to democracy. The third article, Controversial discursive relations: the role of digital influencers in the media dissemination of the School Without Party Movement, deals with the role of digital influencers in the dissemination of MESP focusing on one side of this media projection, aiming to understand the controversial discursive relationship that is established. After understanding how digital influencers perform in this field, we selected twelve videos of great reach to compose the corpus of our research and cut three videos for analysis. Charaudeau's studies (2018, 2020) enabled us to analyze interdiscursive relationships as a manifestation of the political sphere in these discourses, showing the constitution of these relationships based on the controversy, with simulations produced and MESP being another resource within the neoliberal dismantling project. of public education, to maintain the status quo. The results of the research reveal the PELC as a counter-discourse to the PEPB through articulations of antidemocratic groups that strive to build their own narratives on social media that produce simulations denying weeks that defend a critical education that allows the student to leave the alienation towards emancipation.