Análise de Discurso Crítica (ADC) dos livros didáticos e do discurso dos professores da EJA de uma escola do Tocantins

Abstract

Certain discourses and literacy practices tend to forge the cultural and ideological conjectures that support them, conveying the idea that they are neutral and universal, and failing to consider the ideological positions at stake in the socio-historical process in which words, expressions and propositions are produced. Going in this direction, the main objective of this study was to analyze the textbooks that guide the teaching practice and the speeches of EJA (Youth and Adult Education) teachers from a municipal public school in the state of Tocantins, from the interrelation between the autonomous model and the "ideological" model of literacy, in view of literacy as a social practice. To that effect, we investigated the notions of EJA teachers about literacy as a social practice and where they reference their ideas; we identified the interrelationships between the autonomous and ideological model of literacy in the analyzed documents and in the teachers' discourses; and, based on these analyses, we indicated elements that do not characterize literacy as a social practice, and that distance themselves from the ideological model of literacy. In this study with a qualitative approach, we opted methodologically for the analysis of the School's Political-Pedagogical Project, of EJA textbooks, of the Portuguese Language component; and conducted interviews with teachers of this field of education, as data collection instruments. Theoretically, we followed the directions of the dialectical relational approach of Critical Discourse Analysis (CDA), from the perspective of Fairclough (2016), among other authors, correlating, in this study, linguistic analysis, social studies and education. The data show that the development of critical thinking, proposed by the ideological model of literacy, is compromised and loses its place in school, as there are few elements that indicate that, in EJA, literacy is conceived as a social practice. They also show that the teacher's work is restricted to the role of reproducing the workforce for capital, to the detriment of an education for critical thinking, for political and transformative action, as proposed by the ideological model of literacy.