Um olhar discursivo sobre alunos indígenas de Dourados/MS: segregação e resistência

Abstract

The objective of this study was to assess the identity process from the concepts of segregation and resistanceof indigenous students at Francisco Meireles Municipal School, located in the city of Dourados, State of Mato Grosso do Sul,. The specific objectives consisted in identifying through linguistic materialitythe different voices, discursive formations and marks of subjectivity that constitute the discourse memory of the subjects surveyed, as well as the effects of meaning produced and their (non)identifications. For this purpose, we analyzed written texts produced by students that attended the 9th grade of elementary school in 2010. We focused on the context in which the subjects live within inter-ethnic coexistence (Kaiowá, Guarani, Terena, whites and mestizos). Through the archaeo-genealogical method, we carried out a deconstruction work of truths rooted in the social environment with regard to the insertion of indigenous students in the school environment, since, in daily contact with whites and other races, the discrimination towards the indigenous people is a constant, helping to constitute them as segregated subjects, therefore resistant, considering that all discourses are established by relations of forces. The research was set on the border between linguistic and cultural studies, in particular on the concepts of Discourse Analysis: subject; discourse; discourse formation; power relations; discourse memory; effects of meaning; inter-discourse; production conditions (PÊCHEUX, 1988, 1997; ORLANDI, 2009; FOUCAULT, 1979, 1987, 1988, 1996, 2008; CORACINI, 2007); and archive (FOUCAULT, 2008). Along with the linguistic materiality, we discuss the concepts of heterogeneity (AUTHIER-REVUZ, 1990, 1998), and genre (BAKHIN, 1992, 1997; FOUCAULT, 1992; MAINGUENEAU, 2006; ECKERT-HOFF, 2008). By means of cultural studies, we reflected on the issue of subjects' identity according to (HALL, 2003; CASTELLS, 2001; BHABHA, 1998 and BAUMAN, 2005), among others. The dissertation is divided into three chapters. In the first chapter, we discuss the theoretical constructions, i.e., essential concepts of Discourse Analysis and Cultural Studies for the research. In the second chapter, we present the conditions of students' discourse production. We reflect on some inclusion discourses of indigenous people into national society and contextualize the research location and the power strategies influencing interethnic relationships in indigenous school education and Dourados Indian Reservation. In the third chapter, we present the representations of indigenous students in Dourados, MS, built in their writing about themselves. The data analyzed from a transdisciplinary perspective point out towards effects of meaning activated by the discourse memory of subjects who, characterized by economic, capitalist, prejudiced,cultural, war, and political discourse formations, reflect distance from the social position (indigenous student) they occupy. In a position of resistance towards power and white men's culture, they experience biased and segregation situations by non indigenous people and even by themselves, making an Other and other subjects emerge from their discourses together with issues of (non)identifications of indigenous people as excluded, segregated, resistant, abnormal, different and interdicted.