As práticas discursivas da educação corporativa no campo acadêmico brasileiro

Abstract

This thesis deals with the phenomenon of corporate education (CE) as a sociodiscursive problem. It delimits the Brazilian academic field as a social field of investigation. The central question is: how does the Brazilian academic field act, represent and identify discursively (with) CE? The general objective is to investigate the discursive practices about CE in the Brazilian academic field, seeking to understand potential social practices, (networks of) orders of speech and trends of discursive changes. Therefore, it is defined as specific objectives, to analyze in this field: (1) discursive representations and identifications about CE in the literary genre; (2) discursive representations and identifications about CE in the social event genre; (3) discursive representations and identifications about CE in the teaching social actor genre; (4) convergences, divergences and silences that emerge from the discursive formations analyzed. This is a qualitative research, based on interpretative and critical-discursive approach, situated in the theoretical and onto-epistemic-methodological intersection of Critical Discourse Analysis (ACD), as formulated by Norman Fairclough, and Studies Critical Organizations (EORC). In the context of a dialogue woven between these two approaches, which propose the notions of discourse and power in critical perspectives, the study assumes language as an irreducible part of social practices. The methods used were documentary research, qualitative interview and non-participant observation, defined in investigations with corpus of data collected and generated in three academic discursive genres (GD): literary (books), social event (congress) and social actor (teacher). ACD's main categories for data analysis were interdiscursivity, intertextuality, metaphor, generic structure, representation of events and social actors, evaluation and modality. They have been articulated with social categories of ideological strategies, discursive processes and comprehensive trends of changes in progress in the orders of discourse (OD): commodification, technologization, and democratization. The results point to the construction of three central OD: (1) the discursive practices of CE as a model of unilinear colonization of the mainstream of the field of administration; (2) the discursive practices of CE as a model of professional education under the logic of constructing a discursive hybridization for the formation of the “citizen-employee”; and (3) the discursive practices of CE as a model of university and business partnership synergy for changes in a “negotiated” education. These OD indicate how the discursive practices of CE in this field are fragmented by ideological strategies, re-signified in trends of contemporary discursive changes of local OD, on the one hand, by linking these to the dominant field of business management, but on the other hand, as part of a macrosocial hegemonic discourse based on the relationship between business, education and the market. However, it is also stated that from the contradiscursive confluences that shape the academic-scientific field are possible new formations and transformations of these sociodiscursive practices.