Marcas da escrita virtual em fotolog: (des) identidade, (dis) curso e memória

Abstract

This work aims at studying the identity building of administrative public servants who attended training courses within the program entitled Profuncionario, implemented by MEC and Secretaria Estadual de Educação, offered at Afonso Pena State School, in the municipality of Três Lagoas (MS), from2007 to 2010. This analysis takes sixteen clippings which make up the corpus – online participations - and aims at identifying, from the existent regularities in the writing/language, possible representations of these professional about themselves, about others and the training process itself. The subject here is conceived as being constituted by /in the view of the other and also by other discourses which permeate actions in and by society. We have analyzed the linguistic materiality of virtual writing posted on the Photolog, from the hypotheses that the Profuncionario has contributed with the knowledge/power relationships of the basic education servants, imposing them a “new identity”, as technicians, and forcing them towards an identity building, which is considered fluid. We have used the Foulcautian archeogenealogic method from the excavations necessary for the deepening of the file analysis; to approach the identity of the postmodern subject, we have adopted the culturalist perspective. In the scope of discourse, by analyzing the virtual materiality, we have used the notions from corpography, exploring, under the perspective of Discourse Analysis of French origin, the virtual writing as the one ruled by different graphic structures, which allow us to identify how the language makes sense while we consider the subject constituted by desires and powers situated in the unconscious. For the concept of memory, we have considered the subject of the 21st century, surrounded by communication and information technologies whose discourse is permeated by ideology and culture. Data analysis brings us reflections especially based on Pêcheux (1975) and Orlandi´s (2007) studies, among others. This research is organized in three chapters. On the first one, we have focused on a brief history of Discourse Analysis and some basic concepts. On the second chapter, we have shown, besides the methodological procedures, the production condition of the discourse under study, emphasizing the concepts of identity and subject; we have brought data about the administrative public servants, about the training event, reflections on communication and information technology, Photolog and virtual writing. On the third chapter, we have presented the analysis, the discussion and interpretation of the administrative servants´discourse, involving reflections on the educational context. We have concluded that the relations of knowledge/power/subject found in the virtual writing/language reinforce the discourse mediated by globalization, whose “self-practices” are the central pyramid, imposing to the subject the anguish caused by incompleteness and for being different because of the knowledge coming from training. The subject lives the silencing for “knowing how to listen and obey rules”, whose foundations are part of the globalization process, which reinforces the relations of power presented in the technical and pedagogical focus of the 21st century, especially in national programs such as Profuncionario. The training itself comes up as an exclusion mechanism, causing competitiveness and promoting differences. While it praises the role of the State as a manager, the training “gesture” defines what may and must be taught, using tactics and strategic force to promote discipline, within the expectations of the kind of professional “who needs to perform at schools”, in favor of improvements of quality in education, allowing the rising of multifaceted and flexible identities.