Discursive analysis of the CEFET's Institutional Development Plan: a proposal for resistance to a hegemonic institutional discourse

• Main Authors: Fábio Sampaio de Almeida, Maria Cristina Giorgi
• Format: Article
• Language: Portuguese
• Published: Universidade Federal Fluminense 2013-07-01
• Series: Gragoatá
• Subjects: discurso institucional; ensino profissional e tecnológico; produção de subjetividade; relações poder/ saber
• Online Access: http://www.gragoata.uff.br/index.php/gragoata/article/view/64
• ISSN: 1413-9073; 2358-4114

Considering the ongoing changes within the federal organization of professional and technological education, this paper aims at discussing the role of discourse as a mechanism of production and maintenance of knowledge and power hegemonic relationships that engender subjectivities in a heterogeneous community as a hegemonic project in an official document from CEFET/RJ. Our goal is to identify the discursive construction of the notion of community, in the sense of a group which holds the discourse that supports the project of institutional transformation from CEFET/RJ to Technological University, considering the way that the document brings visibility to heterogeneity in that institution, in which coexist different levels as high school, technical and graduation as well. To accomplish this task we performed an analysis of CEFET’s Institutional Development Plan. As the theoretical framework is proposed an enunciative discourse analysis, based on the notions of interdiscourse (MAINGUENEAU, 2005), dialogism (BAKHTIN, 2000, 2004) and the relationship among power, knowledge and subjectivity (FOUCAULT, 1987, 1996, 2004). The linguistic analysis leads to a couple of relevant reflections: the first one relates teaching to efficiency, productivity, organization and development as it is the case of any capitalist enterprise where, instead of training the worker, inputs docilization of bodies that may be useful to the market; the second would be the homogenization of the community as a group, that not only sustains PDI but also provides discursive support to the Technological University project.