Ações afirmativas e recursos discursivos: a representação dos atores sociais na dimensão extensionista de projetos educacionais selecionados para o programa UNIAFRO em 2008

Abstract

This research carries out, by means of Critical Discourse Analysis (CDA) informed by Fairclough (2009), a study on the modes of representation of social actors in five educational projects characterized as extension projects, selected for the program UNIAFRO/2008. Theobjectives are: 1) explicit discursive strategies focused on the representation of social actors and characterizing these projects as resources in the state affirmative action to combat racismand racial inequality that the courses offered materialize; and 2) provide a critical discussion based on the discursive realm, concerning to the effectiveness of socio-educative proposals represented in the projects in question. Thus, it was built, in a transdisciplinary way, an objectof research (the suppression or marginalization of the real human dimension and discursive dimension), based on linguistic-discursive and sociological categories, the latter provided by Giddens (1984), Bourdieu (1991) and Bernstein (1996). The object of research has also its socio-educative and institutional nature explained by information sought in Gomes (2007), Vieira (2003) and Silvério (2003), as well as in the explanations of Gonçalves (2008) about the genre here considered and in the criticism of Botomé (1996) to the university extension inBrasil. The theoretical apparatus allows to analyze the modes of representation of social actors (Cf. Van LEEUWEN, 1996) and to show how the pedagogical discourse builds imaginary subjects whose occupations and (inter)actions represent power relations anddiscursive resources, which are restricted to the pedagogical and institutional objectives of the actors who design the extension courses and participate in it. The analysis of projects provides evidences that, the source of the social wrongs mentioned and social responsibilityfor its elimination, in our society, are assigned to the collectivity, from which emanates, especially the power of the State. The research makes use of the article Somos diferentes, somos iguais: uma abordagem educativa européia para os Direitos Humanos, written by Teresa Cunha and Inês Reis, to present ways to overcome barriers to addressing the social wrongs, and thus to past the obstacles to the success of extension projects. It is concluded that the ways in which social actors are referred to weaken the projects as discursive resources useful to affirmative action, however, are given suggestions to improve them, among which,incorporate the methodologies proposed by Cunha and Reis, as well as activities in critical language awareness (Cf. FAIRCLOUGH, 1992).