A arquitetônica discursiva dos sujeitos da escola da escolha: responsabilidade, responsividade e ato ético

Abstract

This research originates from a study carried out on the occasion of the implementation of a fundamental model for the management of full-time schools in the public education network of the state of Rio Grande do Norte, namely: Escola da Escolha Model. The thesis’s main objective is to analyze discourses that conceive and guide the subjects of the Escola da Escolha. To this, the data, based on documental and empirical analyze, brought together, on the one hand, the book named Introduction to Theoretical and Methodological Basis of the Escola da Escolha Model, which lays the foundations for the implementation of this model and, on the other hand, the questionnaires applied to the teaching staff and students of a state public school, located in Natal/RN, chosen as a pilot for the implementation of the project and, later, for the research locus of this study. This study is an investigation, whose main character is to do without generalities and to support itself on the qualitative and interpretative analysis interfacing with the indiciary paradigm. It is set in the scope of the Human Sciences, this study is based on Applied Linguistics, whose heteroscientific nature demonstrates its inter/transdisciplinary aspects to find an echo in the practical questions of social life, in a specific socio-historical context under which realize this act. Therefore, this research seeks to establish a bridge between the institutional discourses of the Escola da Escolha and its interlocutors – the target audience of this work: teachers and students. This work focus on documentary and empirical statements in order to build a theoretical-methodological architecture, whose scope reflects on Bakhtinian philosophy, notably with regard to the conception of language, subject, dialogic relations, social voices, ideological sign, concrete utterance and ethical act. These concepts intertwine and engage in a fruitful dialogue with contemporary scholars, thinkers and philosophers in the field of Cultural Studies. In view of this fact, it aims: 1. to identify the social voices manifested in the guiding discourses of the Escola da Escolha; 2. to interpret those social voices, from the point of view of ethics, responsiveness and responsibility; 3. to analyze the positioning of teachers and students related to the implementation of the Escola da Escolha model; and, finally, 4. to identify the meanings and values attributed to the Escola da Escolha by the teachers and students. The results of the data analysis point to a discursive-ideological dissonance between what the Escola da Escolha model conceives and what the subjects, for whom these discourses are directed, actually experience in their school routine. Under the bias of this monologizing formative discourse, the voices of the teachers expose not being heard at the time of implementation of this model. From this perspective, there is still a clear lack of identification between the model's name and the meanings and values that it evokes in its target audience, especially due to the minimal possibility of choices for some, or the total absence of choices for others. Thus, these results are in accordance with the thesis that concrete utterances that circulate in different discursive spheres can reveal subjects and produce new identities.