O pacto pela Educação em Goiás (2011-2015) no jornal O Popular: notas de uma reforma

• Ano de defesa: 2019
• Autor(a) principal: Gomes, Mirian Aparecida Mateus
• Orientador(a): Barra, Valdeniza Maria Lopes da
• Banca de defesa: Melo, Keila Matida de, Silva, Yara Fonseca de Oliveira e, Assis, Lúcia Maria de, Barra, Valdeniza Maria Lopes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Pacto pela Educação em Goiás; Educação; Linguagem; Jornal O Popular; Política pública
• Palavras-chave em Inglês: Pact for Education in Goiás; Education; Language; Popular newspaper; Public policy
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9946

This research emerges from the problematization of how the multiple discourses about the Pact for Education were published in the newspaper O Popular, during its elaboration, implementation, and deployment process. To answer this questioning, the research proposes as a general objective, to understand the Pact for Education from the discursive heterogeneity treated by the newspaper O Popular from 2011 to 2015. To achieve the objective, it proposes: (a) to explore the meanings of the Education Pact for education through the context, the subjects involved, the bibliographic production; (b) to collect and describe the material produced by the newspaper O Popular regarding the Pact for Education from 2011 to 2015; (c) to distinguish and discuss the discursive heterogeneity published during the implementation and dissemination of the Pact for Education, in the editions of the newspaper in the period from 2011 to 2015. For that purpose are used reports of the newspaper O popular (2011-2015); the official document of the Pact for Education - a better future demands changes (2011), made available by the State Department of Education of Goiás; in addition to stricto sensu scientific studies from 2011-2016. It also uses articles and periodicals available on virtual platforms such as Google Scholar and Scielo. The theoretical-methodological support involves authors such as Bakhtin (2006), to subsidize the discussions on speech and language; Motta (2008), to support the discussions regarding the language and the newspaper (as a means of communication); Freitas (2012), regarding the subjects of education, among others. The discussion of the research bases on the reflection that socially, the language occupies an important place in the process of human development and that the discourse represents a place of dispute and conflicts between social groups, as it expresses the inherent contradictions in social relations. We analyzed 45 reports published by the newspaper O Popular (2011-2015) regarding the Pact forEducation. The data revealed a concentration in the number of reports from 2011 and 2012 and a sharp decline in the following years. The professional valorization of education, meritocracy, and evaluation were emphasized in the reports, which reinforces the idea that the Pact for Education articulated with neoliberal precepts, aligned with the ideas disseminated by co-financing agencies of education, such as the World Bank, which would justify the adoption and application of practices used in the economic and business market in education. In these conditions, the newspaper O Popular not only interfered but also proposed and disseminated ideas and values, which contributes to the naturalization of discourses that translated political-ideological interests. The data also showed a varied set of subjects in the process of constructing the discourses on the Pact for Education. Of the 45 reports, 19 were written by government representatives, 14 reports are signed by newspaper contributors, and 12 reports are signed by different social subjects. From this context of social diversity emerge contradictions that, in turn, demonstrate the discursive heterogeneity in the production of a reform called Pact for education in Goiânia.