Discurso e silêncio na (re)organização da Educação Infantil Municipal em Ribeirão Preto
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Data
2023
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Edições Universitárias Lusófonas
Resumo
Este artigo analisa discursos sobre a reorganização escolar, na etapa da Educação Infantil, realizada pela Secretaria Municipal de Educação (SME) do município brasileiro de Ribeirão Preto, no início de 2022. A
investigação realizada apoiou-se no quadro teórico-metodológico de análise do discurso construído pelo investigador francês Michel Pêcheux, no final da década de 1960, teoria que, no Brasil, foi utilizada,
em particular, nos trabalhos de Eni Orlandi. Nesta abordagem discursiva a língua é marcada pela história e pela ideologia, ou seja, embora a língua seja a mesma para todos, não é utilizada da mesma maneira,
já que o lugar social que cada locutor ocupa interfere na produção de sentidos. O discurso é efeito de sentidos que são construídos pelos interlocutores de acordo com certas condições de produção, entendidas como as circunstâncias de um discurso, a relação dos interlocutores na luta de classes e o contexto social e histórico. A partir deste quadro teórico e conceptual, analisámos os discursos produzidos pela SME, pelo Ministério Público e por meios de comunicação social, com o objetivo de compreender como a reorganização escolar da Educação Infantil foi construída no discurso de diferentes sujeitos. Os resultados dessa análise indicam que o sujeito-professor foi silenciado pela SME e que o sujeito-criança não é concebido como um sujeito-aluno que deve ter garantido o direito a uma educação pública de qualidade.
This paper analyzes discourses about school reorganization, in the stage of Early Childhood Education, carried out by the Municipal Department of Education (SME) of the Brazilian city of Ribeirão Preto, in early 2022. The research carried out was based on the theoretical and methodological framework of discourse analysis built by the French researcher Michel Pêcheux, in the late 1960s, a theory that, in Brazil, was used, in particular, in the work of Eni Orlandi. In this discursive approach, language is marked by history and ideology, in the sense that, although language is the same for everyone, its use varies according to the social position occupied by each speaker, which interferes in the production of meaning. The discourse is thus the effect of meaning built by the interlocutors according to certain conditions of production, understood as the circumstances of a discourse, the relationship of the interlocutors in the class struggle and the social and historical context. From this theoretical and conceptual framework, we analysed the discourses produced by the SME, the Public Ministry and the media, with the aim of understanding how the school reorganisation of Early Childhood Education was built in the discourse by different individuals. The results of this analysis indicate that the subject-teacher was silenced by the SME and that the subject-child is not conceived as a subject-student who should have the right to a public education of quality. Keywords: discourse analysis; early childhood education; meaning; subject.
This paper analyzes discourses about school reorganization, in the stage of Early Childhood Education, carried out by the Municipal Department of Education (SME) of the Brazilian city of Ribeirão Preto, in early 2022. The research carried out was based on the theoretical and methodological framework of discourse analysis built by the French researcher Michel Pêcheux, in the late 1960s, a theory that, in Brazil, was used, in particular, in the work of Eni Orlandi. In this discursive approach, language is marked by history and ideology, in the sense that, although language is the same for everyone, its use varies according to the social position occupied by each speaker, which interferes in the production of meaning. The discourse is thus the effect of meaning built by the interlocutors according to certain conditions of production, understood as the circumstances of a discourse, the relationship of the interlocutors in the class struggle and the social and historical context. From this theoretical and conceptual framework, we analysed the discourses produced by the SME, the Public Ministry and the media, with the aim of understanding how the school reorganisation of Early Childhood Education was built in the discourse by different individuals. The results of this analysis indicate that the subject-teacher was silenced by the SME and that the subject-child is not conceived as a subject-student who should have the right to a public education of quality. Keywords: discourse analysis; early childhood education; meaning; subject.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INFANTIL, BRASIL, ANÁLISE DO DISCURSO, EDUCATION, CHILD EDUCATION, DISCOURSE ANALYSIS, BRAZIL