Teaching in a discursive perspective

the podcast and its effects of meaning

Abstract

Educational policies have undergone significant transformations according to government models in dialogue with social demands. In the field of discourse studies, the contributions of theorists who invite us to rethink our practice as formative subjects are emblematic, because "what is a teaching system if not a ritualization of the word [...] if not the constitution of a doctrinal group at least diffuse?" (Foucault, 2000. p. 44). In the light of Discourse Analysis, in the wake of theorists such as Pêcheux, Foucault, Courtine, among other articulators of discourse in contemporary social practices, our article comprises a report of an experience lived in a public school in Fortaleza/CE in an 8th grade class of elementary school. Following the guidelines of the BNCC and other guiding documents, we used the podcast genre in which we provoke a reflection on a complex theme present in the daily practice of students – the issue of bullying. Therefore, we seek an alignment of essential concepts such as: subject, power, discipline and their applications in teaching. We consider, therefore, that the teaching processes function as disciplinary devices, but that they should have as their main objective the continuous exercise of citizenship formation of the subject in the full process of development.