Os discursos sobre a mulher no livro didático de língua portuguesa do ensino médio

Abstract

Discourse enables the permanence, continuity, displacement and transformation of human beings and the realities in which they live. This is only possible through discursive practices in which the person is inserted and can express themselves. In this sense, this dissertation aims to describe, from the perspective of Materialist Discourse Analysis (DA), the discourses about women in the Portuguese language textbook for high school. Furthermore, we also intend to analyze the discourses about women in the Portuguese Textbook based on the concepts of discursive memory, interdiscourse and discursive formation; as well as, understanding the relationship between discourse and power in discourses about women in Portuguese language textbooks; and describe the possible effects that the discourses about women projected in the Textbook cause, so that it is understood how they influence the formation and constitution of the profile of the school subject “high school student”. For this investigation, we established a dialogue with the authors: Pêcheux (1995), Orlandi (1987,2005), Courtine (2014), Foucault (2008) and Achard (1999). The corpus of this investigation is made up of two high school Portuguese language textbooks: Contemporary Portuguese: Diálogos, reflection and usage (2016) by William Cereja, Carolina Dias Vianna and Christiane Damien, and Interação Português (2020) by Graça Sette, Ivone Tibeiro, Márcia Travalha and Nara Bital. The analyzes showed that the discourses about women present in the textbooks analyzed are predominantly sexist, affiliated with dominant discursive formations in society such as the sexist and pro-patriarchy discursive formation.