Discursos sobre gênero e amor no espaço pedagógico do MADA: a (des) construção do sujeito amoroso

• Ano de defesa: 2010
• Autor(a) principal: Olegário, Maria da Luz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós Graduação em Educação; UFPB
• Palavras-chave em Português: Discurso; Gênero; Amor; Pedagogia; Técnicas de si; Discourse; Gender; Love; Pedagogy; Self-techniques; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4920

The aim of this research is to investigate discursive practices of subjectiveness as regards the context of MADA group (Anonymous Women who Love too much). This group has the purpose of recovering women from relationship dependence, that is, a pattern of compulsive-obsessive behavior in which some women would search for loving destructive relations and with which they could not break up. For this reason, the conception that they love too much , and this means suffering. As refer to the theoretical and methodological constructs, the Discourse Analysis studies are taken into account, especially Michel Foucault s fundamentals because, for this author, the subject is the result of a practice, that is, the individual is always built. In this way, this thesis has the following proposition: the MADA constitutes a pedagogical environment in which the developed activities, once considered as self-techniques, can teach the participants new models of relationship as well as new attitudes concerning the other person. From the analysis, it can be observed that discourses about gender and love in the mentioned group and outside it, thus build and unveil the madas, for whom love is suffering and addiction. Such unveiling process of the loving subject, which starts in the meetings, enables these women to take an inner look, to interpret, to judge, to decode, and to narrate about themselves as well as to learn how to be more autonomous by means of a pedagogical and pedagogizable narrative.