Discursos que legitimam a violência contra a mulher práticas discursivas de análise, de enfrentamento e de intervenção em contexto escolar

Abstract

In this research, we analyzed some statements from the political context, examining the discursive reverberations of violence and sexism in essays by High School students. Our objective was to find a point of convergence between derogatory statements and violence against women in Brazil in order to discursively associate them with teaching through the writing practices of high school students. The research corpus is composed of three statements by former congressman and former president Jair Bolsonaro and the essays of students produced from a writing workshop held at a public school in the Cidade de Goiás. With this, we sought to perceive in this process of self-writing, the incidences of the subjectivation of students that establish a point of contact between the present and memory and that encourages students to write about gender inequalities. As a theoretical framework, we mainly address Foucaultian notions (1996, 1998, 2000) of “Discourse”, “Subject”, “Event”, “Archive”, “Discursive Formation”, “Will to Truth” and “Power-Knowledge”, in dialogues with the notion of “Body”, in Courtine (2013), and of “Gender”, in Butler (2017, 2021). The theoretical basis was selected due to our registration in Foucaultian Discourse Analysis and because we understand that the conditions of production of discourses in society based on its history are relevant to understand how they affect the constitution of subjects. Official documents such as BNCC and LDB for education will be fundamental for the association between the problematization of statements in school and written production. The research is justified due to the discursive relationship between oppressive, derogatory and violent statements and the numbers of domestic violence and feminicides in Brazil. The main issues that problematize the theme of this work are: Such statements in the political and public context legitimize violence against women? To what extent can a statement made by a political figure mobilize acts of violence? Is it possible to influence students' subjective constitution and establish anti-sexist and anti-misogynistic practices in writing classes? Based on the analyses, we conclude that schools are institutions that shape the most diverse dimensions of subjectivity. Therefore, you should not be passive in the face of the surrounding reality and limit yourself to training for work. In the meantime, the subject's critical elaboration should be guided by a powerful reflective educational practice, which is capable of, through the sieve of deep reflective acuity, questioning the status quo and all its manifestations of domination. Therefore, the space for the practice of textual production in writing classes is configured as a privileged place for the exchange of perceptions about reality. Thus, the strategic use of this class to discuss emerging issues, such as violence against women, based on the premise of the violent act of discourse that supports and precedes physical violation, is transformative for students in training and, consequently, for society. This defense is based on the fact that we consider that sexist discourse, despite the indications of resistance during the intervention carried out at school and in the analysis of the essays, outlines singular meanings that are reflected in the discursive formation of young people and legitimize practices of violence against women in Brazilian society. Therefore, an educational practice that confronts the naturalization of violence is shown to be, and has proven to be, necessary and urgent.