Resumen

SOARES, Enio José Porfirio; ASSOLINI, Filomena Elaine Paiva  y  LASTORIA, Andrea Coelho. Ideology and power relations in (anti)democratic discourses/practices in school. Educ. Puc. [online]. 2018, vol.23, n.1, pp.95-110. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v23n1a3666.

This paper presents some of the results of a Master’s Degree research funded by the Foundation of São Paulo thatinvestigated the relationship between teachers’ “sayings” and “doings” about democratic issues in school. The research uses semi-structured interviews with teachers, managers and employees, and observations in three municipal elementary schools in a city in the state of São Paulo. It also relies on the theoretical and methodological grounds of the French Discourse Analysis to analyze the relation between the interdiscourse about the current ideals of democratic school in the educational environment and what is in fact put to practice, pointing out convergences and constitutive differences of the contexts, as well as possible ideological influences. We seek corroboration in the works of Foucault, Pêcheux, Gregolin, Orlandi, Assolini, Tfouni, Apple, among others, to analyze if and how the school opens opportunities for students to be critical subjects towards its own sayings and doings. The analysis showed that despite being a disciplinary device formatting students and legitimating truths and ideologies, the school often constitutes a space for questioning power relations and forming critical subjects.

Palabras clave : Discourse Analysis; Democracy; Education; Pedagogical practices.

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