Escola Sem Partido (ESP) versus Professores Contra o Escola Sem Partido (PCESP): tensões e discurso nas redes sociais.

Abstract

The thesis presented has as a research theme the discussion of the organization discourses of the School Without Party (SWP) and the Teachers Against the School Without Party (TASWP) about a supposed ideological indoctrination process, occurred in the classrooms of the Primary and Secondary Education and Higher Education in Brazil, provided by the teachers/professors. The aims highlighted for this research were: the discursive formation analysis that constitutes this confrontation, expressed in the social medias (Facebook and websites), both SWP and TASWP; the verification of possible approximations and distances between both discourses (with their ideological dynamics and their different Educational and society projects), and how this confront can, or not, express the formation practices and the resistance in the Education field. For this, we made use of a theoretical-methodological set, formed by the concepts of: discursive formation, ideological formation, subject, context, memory, description, discursive event (DE), social movements, informal education, and resistance narratives. Based on these references and methodology set, in the assumptions of the Discourse Analysis of the French matrix of Michel Pêcheux (1997, 2006), the data’s analyses presented guided us to concluded that: the SWP and TASWP discourses are processed in a tension field of dispute and they are linked to distinct Education and Society projects, both in their economical aspect (Emancipationist State versus Minimal State), and the social aspect (class, morality, gender, sexuality). Finally, it was also possible to identify, the SWP as a social anti-movement with characteristic elements of Ur-Fascism and the TASWP as a social movement characterized by educational practices and a resistance narrative.