O caso diário de classe – a verdade: poder e resistência na escola

• Ano de defesa: 2016
• Autor(a) principal: Santos, Cristhiane Gomes dos
• Orientador(a): Souza, Agostinho Potenciano de
• Banca de defesa: Souza, Agostinho Potenciano de, Oliveira, Ilse Leone Borges Chaves de, Sousa Filho, Sinval Martins de, Costa, Alexandre Ferreira da, Silva, Luzia Rodrigues 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 Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Discurso; Escola; Poder; Resistência; Diário de classe – a verdade
• Palavras-chave em Inglês: Discourse; School; Power; Resistance; Diário de classe – a verdade
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/6684

This research aims to describe, analyze and understand the relationship between power and resistance at school through the statements that were produced on the fanpage entitled “Diário de Classe – A Verdade”, created by a teenage student named Isadora Faber in 2012. We treated this research subject from a study about writing on a virtual environment (LÉVY, 1999), the support (MARCUSCHI, 2003) and the genders (BAKHTIN, 2003), as well as the reflections provided by Michel Foucault (1985, 2012, 2014 a, 2015) about the existence of the statements and the relations between power, knowledge and resistance. Therefore, by observing the practice of resistance established with the creation of the fanpage “Diário de Classe – A Verdade”, we investigated the statements that constituted knowledge and power in the discursive field of the social network named Facebook. We developed a qualitative research applied to a case study, guiding us in the postulates of the French discourse analysis, especially in Foucault's contributions to perform a discursive analysis of this network that provides practices of resistance and power. We understand the method as a way to go to reach the researched subject and, thus, we consider the notion of the device as a map to guide us on this path. As we looked at this practice, we questioned what are the conditions of existence of the statements found on this fanpage, seeking to understand them in a bundle of relations. We found that the fanpage in study served to demand improvements and report possible irregularities in the school environment which Isadora Faber was part of, working as a form of resistance to submission and also to the attempts to silence in that environment. The analyzed data allow us to glimpse important aspects of the power relations in a school setting. From the study of these statements on, we found evidence that the school rejects libertarian practices, indicating that it is still a disciplinary institution. The analysis of the data leads us to conclude that an assault against power can be considered a basic condition of the care of both the self and of the other.