Diferença e diversidade: sentidos em disputa articulados nos discursos de estudantes de um curso de pedagogia

Abstract

The dissertation "Difference and diversity: senses in dispute articulated in the discourse of students of a pedagogy course" is linked to the Masters Course of the Post-Graduate Education, Culture and Communication in Urban peripheries (PPGECC). In this study we tried to understand how meanings attributed to cultural differences are articulated in the discourse of students in a course of education, understanding them as subjectivity structures provisionally conform school practices. Through post-structural contributions and postcolonial highlight the understanding of difference as something impossible to contain, breaking with the mounting attempts and essentialization directions. This is discussed, even contingently articulated difference of meaning in the discourses of pedagogy course students of the Faculty of Education of the Baixada Fluminense (FEBF). Speech as articulatory practice (Laclau, 2011) that supports the understanding of culture as enunciation process of meanings about the world (Bhabha, 2003) and from which we situate ourselves in the world. The methodology used was the focal group that allowed realize the multiple looks, senses, discursive joints, similarities and differences related to the theme of differences. In analysis of data observed that still operate with the understanding difference reduced diversity. Therefore, I emphasize the importance of considering cultural differences beyond the essentialist binaries, emphasizing the practical and discursive joints proliferating senses momentarily that mean the world. This research did not aimed to achieve finals results, but to expose the limitations of crystallized thoughts and understand that the school ground is made daily through discourses that seek to establish temporary and conflictual consensus, it allows multiple readings and extends the reflection on thematic differences.