O poder disciplinar como dispositivo de controle dos sujeitos-discentes da escola cívico-militar

• Ano de defesa: 2023
• Autor(a) principal: Silva, Janice Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Discurso; Discourse; Poder disciplinar; Disciplinary power; Militarização escolar; School militarization; Sujeito-discente.; Student subject; Linguística; Linguistics; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/37846; http://doi.org/10.14393/ufu.di.2023.8043

This MA thesis taps into both favorable discourses and unfavorable discourses about school militarization in Brazil as posted on Facebook and Instagram from 2019 to 2021. In this period, the Civic-Military School model was implemented and expanded through the National Program of Civic-Military Schools, the major campaign promise that anteceded the government of the then President Jair Bolsonaro (2019–2022). The general objective of this MA thesis is to analyze the disciplinary power in the control of the subject-students in the favorable discourses and in those against the militarization of the Brazilian public schools. The specific objectives are: 1) identify Facebook and Instagram post-embedded discourses in favor of and against militarization in public schools, the network of devices that enable the production of a militarized subject-student, 2) understand resistance as an instrument for exercising the power of discursive subjects imprinted in the discourse of school militarization, 3) reflect on the power-knowledge relationship in the discipline of bodies in discourses in favor of and against militarization in public schools, and 4) explain the production of meanings and the effects of truth in the production of militarized student-subjects. We developed our studies based on the theoretical and methodological framework of Foucauldian discourse studies, with reference works including: The Archaeology of Knowledge, Discipline and Punish, and Microphysics of Power. In addition to these references, the study also draws on authors such as Veiga-Neto (2007), Veyne (2011), Fernandes (2012), Rocha (2012), Candiotto (2012), and Deleuze (2017), who elaborate on linguistic and discursive functionings from a Foucaultian perspective. The findings showed that the disciplinary power defended in Civic-Military Schools is authorized by the political power while it is also challenged through a power relationship whereby the discourse of resistance gives birth to voices of different discursive subjects. The analyses pointed to resistance as an exercise of power established in an arena containing the subject stances through the discourses in favor of and against school militarization. We learn that the implementation of the Civic-Military School model is imprinted as a school device that serves as a strategy of the Federal Government to exercise political and social power through the instrument of disciplinary power performed by the military in public educational institutions. Such militarization is a mechanism whereby military principles are imprinted in discourse as knowledge of truths in a knowledge-power relationship, one which eventually produces a submissive, docile, useful body. In sum, school militarization is a device of knowledge-power that creates conditions for the emergence of new forms of existence, of identities, in both the school and the student subject, as both are militarized in the aftermath of the truths produced by the process of school militarization.