A educação e o zero hora: reflexos e refrações do discurso neoliberal nas páginas de um jornal.

Abstract

This is a paper in which I perform the discursive study about the Education on the pages of the newspaper Zero Hora (ZH) and on the electronic media GaúchaZH, news of wide circulation and of regional coverage in the state of Rio Grande do Sul. In this paper, I propose to understand, mainly, the reflexes and refractions of the neoliberal discourse on the materiality of assertions about Education. The objective, yet, is to conduct the research according to Bakhtin‘s Philosophy of Language and to specially reflect about the word. Word as an instrument of power. As of Bakhtin‘s conceptions and Bakhtin‘s Circle on discourse, I start with the most different assertions due to the necessity to establish relations which guide us to an understanding of the meaning of discourses. I understand that the superstructure that englobes all the political, economic and ideological apparatus, led by the great media and in service of the capitalist system, fulfill the role of trying to erase all the opposition and critic of social subjects, relegating them to an unambiguous dimension. On the other hand, I observe that from the ideological debates are risen the discursive divergences which are transformed into fight, between the stability and instability, conflicts that are discursive, once the ideological signs refract and reflect the same reality, in different ways, since they are conceived on the same interest of the classes. The methodology is based on the comprehension of the newspapers which compose this research, as well as on what is dialogued with the materials, that is, the relation between neoliberalism and the sign Education. The timeline is the years of 2016, 2017 and 2018. The sources consist of news, notes, articles, editorials, and interviews, as well as pictures about Education, published in the printed version of the newspaper Jornal ZH and the electronic media GaúchaZH. I seize the opportunity to say that the discursive study here promoted may enable the identification and understanding of traditional values of neoliberalism in dialogue with Brazil‘s Education. Besides, I seek to collate discourses, highlight other voices, promote the encounter and to understand, through Bakhtin‘s directions, the tension that occurs between centripetal forces – expressed by the word hegemonic, to which Education must serve to its interests – and centrifuge forces – represented by other voices, meaning the resistance, the counter word, shaped by tension and overture, unveiling, ideologically, the social relations effectively connected to life.