Representações discursivas sobre o tema "educação" nas mídias no contexto pós-pandemia de COVID-19

Abstract

With the end of the COVID-19 pandemic, several social domains showed impacts, such as in the educational field, in which adversities emerged or already existed and were heightened. This highlighted scenario is constantly addressed by reference media, such as Brazilian online newspapers. This is possibly because the media in many contexts tend to be directed at societal problems, and in general, are situated at a space of ethical issues. That said, by presenting the events arising from the post-COVID-19 educational situation, the media fulfills its role of making citizens aware, that is, of informing and representing facts that are of great relevance to society and, with that, corresponds to a sensitive social topic. Therefore, recognizing the relevance of understanding the way in which the media discursively represents this context in focus, we proposed for the present work to analyze the construction of five reports on education situated in the post-pandemic period, describing and analyzing the foci of thematization, problematization and dialogic management together with the enunciative and argumentative functioning present in the selected texts. With these analyses, the aim was to find, through socio-discursive imaginaries, the representations of the media and various actors, such as teachers, students, principals, parents. The research methodology followed a qualitative descriptive-interpretative nature and the central theoretical contributions used were based on Charaudeau (2006, 2016, 2017), with an emphasis on sociodiscursive imaginaries and media discourse, Rabatel (2013, 2016, 2021) and Emediato (2013, 2020, 2022), focusing on the argumentative strategies of journalistic discourses and enunciative theories, especially dedicated to the study of polyphony and dialogism. Given the results found, it was identified that the media represents post-pandemic education, building an imaginary of degradation and crisis in the educational scenario. To construct this global point of view, it was noted that the first speakers/enunciators used enunciative and argumentative strategies, such as enunciative erasure, imputation of enunciative responsibility to second speakers/enunciators and arguments of authority and causality ties. Furthermore, the points of view shared were more based on objective knowledge, which links journalists to imaginaries of credibility and legitimacy.