"Nunca vi cartão postal que se destaque uma favela” - autoria e produção de sentidos de alunos em uma escola periférica

Abstract

This work is based on discourse analysis studies from the Pêcheux’s discursive perspective, with the object of study being the production of students from the initial series of Youth and Adult Education at Ciep Brizolão Municipalizado 407 Neusa Goulart Brizola, located in Parada Angélica, third district of Duque de Caxias / RJ. The surroundings of Ciep 407 are marked by local violence, a reality enhanced by the media when reporting police operations. For the students, then, the neighborhood comes down to this reality, so that, faced with an activity proposed in the textbook that emphasized the beauties of Ceará beaches, they were asked to produce a text along the same lines, focusing on their neighborhood, which proved to be a challenge. To overcome, then, this barrier of the stigmatized territory and make the students “transform” their neighborhood into a tourist and attractive place, the teacher intends to make use of interdisciplinarity, rescuing the history of the occupation of the surroundings, proposing a sequence of activities that lead students to reflect on why some places or certain landscapes are portrayed and praised, and their neighborhood and surroundings are not, thus exercising the function of subject-author when elaborating their advertisements and improving their argumentative capacity. Therefore, the work is based on the theoretical support of Discourse Analysis with contributions from Pêcheux (2006), Orlandi (2009) and Lagazzi-Rodrigues (2006), and on the sociological perspective of Althusser (1980), also considering the concept of discursive genres, proposed by Bakhtin, based on the reflections of Rojo (2005) and Brandão (2002), and the contribution of Baracuhy (2016) regarding the tourist advertising genre. Furthermore, it is based on a perspective of Saviani's (2008) historical-critical pedagogy, with contributions from Freire (1996). The work, developed under PROFLETRAS, resulted in a proposal for a pedagogical intervention, where the tourist advertising genre dialogues with other discourse genres, in order to reflect on the discourse materialized in these different genres, in order to provide reading and writing practices that contribute to the formation of critical subjects