Um percurso discursivo em uma cartografia da formação de professores indígenas nas universidades federais brasileiras

Abstract

This thesis is developed in the area of Linguistic Studies, in line with the theoretical and methodological framework of Discourse Analysis (DA) with a materialist basis, anchored in the reflections of Michel Pêcheux. The research takes as its object the Indigenous Intercultural Licentiate Courses, which are university graduations for the training of indigenous teachers to teach in elementary and high schools in indigenous communities. We made use of a study on political-institutional discursive practices of access of the indigenous subject to an "indigenous" Higher Education and we established our theoretical and methodological reflection on discursive materialities in the form of institutional documents of public universities to understand how it is inscribed, within a State Ideological Apparatus (AIE), a discourse of resistance via the elaboration of specific degree courses for the formation of indigenous teachers in Brazil. With that in mind, it was up to the constitution of a research archive to cover documents such as Brazilian legislation, official Union documents, institutional regulations of undergraduate courses in Brazilian universities (in the form of Course Pedagogical Projects – PPCs – of these Courses) and reports generated through state databases on Brazilian HEIs. From the created file, we selected five PPCs from federal universities as a research corpus (UFRR, UFCG, UFG, UFMG and UFSC). From this corpus, discursive sequences were cut that came to compose the corpus of analysis of this thesis, in which we observe linguistic markings that organize meanings of demands, manifestations, claims, requests and struggles for the offer and opening of Higher Education courses specifically aimed at indigenous people. The alterity of meanings of domination x resistance that we identified throughout the analysis is found in the linguistic structures that materialize the discursive processes that emanate from the object. While a dominant discursivity is materialized through the integrationist discourse in the object of study, another opposes it, crossing the production process of the senses in dispute. In this quarrel, there is no “negotiation” of meanings, since the Courses were created based on positions of indigenous demand, which use state legislation as a tool to implement their claims for indigenous Higher Education. The discourse of resistance finds its place of dispute in the AIE institutional space: the space in which the dominated class is able to demand the potential of the future for its educational processes.