Escolas do século XIX, professores do século XX e alunos do século XXI? : A subjetivação no discurso sobre a educação escolar

Abstract

Brazilian education is composed of heterogeneous subjects who live in the same social conjuncture known as Postmodern. The main purpose of this research is to evidence how the meaning of school education is produced in the school, teacher and student`s discourses in order to identify whether or not their discourses are predominantly enrolled to Modern Ideology and to the authoritarian pedagogical discourse. This is a theoretical and practical research. We have made a qualitative analysis of the data based on the French Discourse Analysis by mean of the methodological procedures proposed by Souza (2014). As a result, we could confirm that the subjects as well as their discourses and identifications are heterogeneous and contradictory. We concluded that the enrollment of the school`s discourse to Modern ideology may have harmed Brazilian school education. However, teacher and student`s discourses are already enrolled to the polemical pedagogical discourse and to the Postmodern ideology.