O Lugar e seus discursos: O Processo de significação do Bairro Ivo Ferronato pelo sujeito-aluno da escola pública

• Ano de defesa: 2026
• Autor(a) principal: Bandera, Rita de Cássia Patron
• Orientador(a): Fernandes, Carolina
• Banca de defesa: Fernandes, Carolina, Lunkes , Fernanda Luzia, Dornelles, Clara Zeni Camargo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado Profissional em Ensino de Linguas
• Departamento: Campus Bagé
• País: Brasil
• Palavras-chave em Português: Análise do Discurso; Sujeito-aluno; Significação; Lugar; Memória discursiva; Discourse Analysis; Student-subject; Meaning-making; Place; Discursive memory
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/11381

This study, developed within the Professional Master's Program in Language Teaching at the Federal University of Pampa (Universidade Federal do Pampa – UNIPAMPA), sought to interpret the processes through which the Ivo Ferronato neighborhood, located in Bagé, Rio Grande do Sul, Brazil, is signified as a territory of meaning-making, memory, social relations, and discursive disputes, based on the discourses of ninth-grade students from a public school. Grounded in Materialist Discourse Analysis, the research was based on the theoretical contributions of Michel Pêcheux (1969, 1975, 1999, 2009) and Eni Orlandi (2007, 2012), as well as on studies by Leandro-Ferreira (2020), Grigoletto (2005), Jung and Alquatti (2020), Haroche, Pêcheux and Henry (1971), Vinhas (2021), and Fernandes (2015, 2016, 2019). These authors conceive language as a space in which subjects constitute themselves and produce meanings through ideology, memory, and history. The main objective was to understand how student-subjects construct meanings about themselves while signifying the place where they live, considering the territory as a lived space shaped by historical, social, and ideological relations through their discourses about the neighborhood and their experiences. The study mobilized the concepts of discourse, subject, discursive memory, paraphrase, polysemy, territory, social place, and discursive place. The methodology was based on the theoretical-analytical framework of Discourse Analysis, understood as the articulation between theory and practice in the interpretation of meaning effects produced in discursive materialities. The corpus consisted of a pedagogical intervention carried out during Portuguese language classes, including conversation circles, interviews, text production, the creation of the documentary Between Streets and Memories, and audiovisual records. As an educational product, an educational website was developed to gather the contextualized teaching materials used during the intervention, the documentary produced by the students, the research materials, the complete dissertation, and supporting resources on Discourse Analysis. Based on Leandro-Ferreira's (2020) understanding that subjects are constituted through ideology, the study recognized that students' discourses are shaped by social forces that produce meanings and reveal different processes of subjectivation. The analyses revealed shifts in the processes through which both the neighborhood and the student-subjects were signified throughout the pedagogical intervention, highlighting movements of belonging, re-signification, and recognition of the place where they live, as well as the production of new meanings about the territory and about the students' own position within that space. This research contributes to reflections on pedagogical practices that broaden the possibilities for interpretation and meaning-making in schools. Rather than merely investigating what is said, it sought to understand what motivates discourse: desire, pain, belonging, silence, and resistance. By articulating language, territory, and pedagogical practice, the study strengthened the relationship between the university, the public school, and the local community, promoting an education that is sensitive, critical, and committed to social reality