Subject-student and subject-teacher effects in discourse of DADEB: discursive brief analysis from the sustainability perspective

Abstract

This article, relying on theoretical and methodological assumptions of the French Discourse Analysis, analyzes certain effects of speech calling for the identity reconfiguration of subjects in the education sector, focusing specifically on high school and mobilizing in this context sustainability discourse, as Hargreaves and Fink. The corpus of our research are excerpts of the document Law to learning and development in basic education (DADEB in Portuguese acronym), produced by the Ministry of Education (MEC, also in Portuguese acronym). The results of our analysis suggest the effort by discursive strategy, deletion of the conflicts that inevitably permeate the identity reconfiguration designed in this document because, by proposing a new profile for the subject-student, does not fail to establish the need for reconfiguration profile subject-teaching, silencing, however, the obstacles to that desired identity reconstruction.