O discurso de resistência nos materiais didáticos do Movimento de Educação de Base (MEB)

Abstract

The Basic Education Movement (MEB) fostered basic education in the early 1960s, in the North, Northeast and Midwest regions of the country, when radio schools were used to teach adults how to read and write, initially characterized as confessional education. The present work results from investigations developed in the Public Policies study group: history and discourse of the Graduate Program in Education at UFAL and aims to analyze the discourses of resistance in the Viver é Lutar booklet and the adaptation discourse in the Mutirão booklet. The discursive universe analyzed includes in the reading books Viver é Lutar and Mutirão of MEB that were used throughout the national territory, through the transmission of its contents by radio schools. Broad production conditions reveal a country marked by political and social effervescence, by the polarization of left and right groups challenged by the national-developmentalist ideology. The governments of Janio and Goulart were constituted by a policy of independence, marked by populist practices. In the educational scenario, illiteracy was the cause of the economic "backwardness" that impeded the nation's progress and the government policy was to increase the number of voters. It is in this context that MEB appears, aimed at the popular classes. The theoretical-methodological contribution of this research is Discourse Analysis founded by Michel Pêcheux anchored in historical-dialectical materialism. We will trigger, in the analysis of the object, the categories of AD such as: the Conditions of Production of the Discourse; Discursive Formation, Discursive Memory and Silencing. The AD theorists that we spoke for the foundation of this research were: Cavalcante (2007), Courtine (2009), Florêncio (2007), Indursky (2013), Maldidier (2017), Orlandi (2012), Pêcheux (2014) Volóchinov (2018) among others. From the analysis, it is observed that the Viver é Lutar booklet materializes the ideological resistance discourse producing an awareness and politicizing education of the subjects, while the Mutirão booklet expresses the concept of "cooperation" with the regime. Thus, the civil-military coup in 1964 resulted in the discursive erasure of the Viver é Lutar booklet, since the Mutirão teaching material was replaced, establishing a policy of adapting to the conditions put in place by the military coup.