A invisibilidade do sujeito LGBTQIA+ nas estratégias discursivas de universidades públicas maranhenses: identidades e representações em perfis de mídias sociais
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Data
2023-03-30
Autores
Dias, Pablo Ricardo Monteiro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo buscou compreender como as universidades públicas maranhenses se posicionam sobre a temática da diversidade de gênero e se essa abordagem se configura como constituinte de sua identidade, condizentes com sua missão e função social ou se são apenas estratégias discursivo-mercadológicas. A hipótese testada foi a de que, apesar de sua natureza e função social, as IES invisibilizam assuntos relacionados à temática, limitando o foco narrativo do discurso institucional, direcionando-o para enunciar, de maneira objetiva, datas comemorativas LGBTQIA+. Configurou-se como um estudo descritivo-analítico. Seu percurso teórico tem base nos estudos de gênero (IRIGARAY, 2017; BUTLER, 2020; LOURO, 2020) e do discurso (FAIRCLOUGH, 2002; FOUCAULT, 2012), dentro da configuração de uma Comunicação Pública (ZÉMOR, 1995, 2014; BRANDÃO, 2006; DUARTE, 2007; MATOS, 2012; KOÇOUSKI, 2012). Neste cenário, advogou que as IES têm potencial de promover e ampliar a construção identitária e as representações (BAUMAN, 2005; HALL, 2004, 2014; SILVA, 2014; WOODWARD, 2014) da população LGBTQIA+ – em especial nas mídias digitais (RECUERO, 2009, 2017, 2018). O corpus de análise foi constituído pelos posts em mídias sociais (Instagram) de duas IES públicas do Maranhão – UFMA e UEMA, no período abril a junho e setembro a novembro de 2022. A escolha é justificada pelo relevante papel destas instituições no processo de formação cidadã e por serem as principais produtoras de conhecimento científico e tecnológico do Maranhão, abrangendo todo o estado. O período escolhido contemplou as produções dos calendários acadêmicos das IES. A Análise de Dados. Os dados foram analisados à luz da combinação da Análise de Conteúdo (BARDIN, 2016) e da Teoria Social do Discurso (FAIRCLOUGH, 2002). Como resultado, a tese de que os discursos das IES invisibilizam a temática LGBTQIA+ e que o foco narrativo do discurso é limitado a uma perspectiva de promoção institucional foi corroborada. Este estudo espera contribuir com as IES e o estado do Maranhão na construção de práticas inclusivas que agendem e mobilizem o debate público para o combate ao preconceito e violência lgbtfqia+fóbica. Almeja, ainda, apresentar direcionamentos para a construção de ações e políticas para a comunidade LGBTQIA+.
This study sought to understand how public universities in Maranhão position themselves on the theme of gender diversity and if this approach is configured as a constituent of their identity, consistent with their mission and social function or if they are just discursive-marketing strategies. The hypothesis tested was that, despite their nature and social function, they make subjects related to the theme invisible, limiting the narrative focus of the institutional discourse, directing it to objectively enunciate LGBTQIA+ commemorative dates. It was configured as a descriptive-analytical study. His theoretical path is based on studies of gender (IRIGARAY, 2017; BUTLER, 2020; LOURO, 2020) and discourse (FAIRCLOUGH, 2002; FOUCAULT, 2012), within a configuration of Public Communication (ZÉMOR, 1995, 2014; BRANDÃO, 2006; DUARTE, 2007; MATOS, 2012; KOÇOUSKI, 2012). In this scenario, he advocated that HEIs have the potential to promote and expand the identity construction and representations (BAUMAN, 2005; HALL, 2004, 2014; SILVA, 2014; WOODWARD, 2014) of the LGBTQIA+ population – especially in digital media (RECUERO, 2009, 2017, 2018). The corpus of analysis consisted of posts on social media (Instagram) from two public HEIs in Maranhão – UFMA and UEMA, from April to June and September to November 2022. The choice is justified by the relevant role of these institutions in the training process citizen and for being the main producers of scientific and technological knowledge in Maranhão, covering the entire state. The chosen period included the productions of the academic calendars of the HEIs. The collected data were analyzed in light of the combination of Content Analysis (BARDIN, 2016) and Social Discourse Theory (FAIRCLOUGH, 2002). As a result, the thesis that the discourses of HEIs make the LGBTQIA+ theme invisible and that the narrative focus of the discourse is limited to an institutional promotion perspective was corroborated.. This study hopes to contribute with HEIs and the state of Maranhão in the construction of inclusive practices that organize and mobilize public debate to combat prejudice and lgbtfqia+phobic violence. It also aims to present guidelines for the construction of actions and policies for the LGBTQIA+ community.
This study sought to understand how public universities in Maranhão position themselves on the theme of gender diversity and if this approach is configured as a constituent of their identity, consistent with their mission and social function or if they are just discursive-marketing strategies. The hypothesis tested was that, despite their nature and social function, they make subjects related to the theme invisible, limiting the narrative focus of the institutional discourse, directing it to objectively enunciate LGBTQIA+ commemorative dates. It was configured as a descriptive-analytical study. His theoretical path is based on studies of gender (IRIGARAY, 2017; BUTLER, 2020; LOURO, 2020) and discourse (FAIRCLOUGH, 2002; FOUCAULT, 2012), within a configuration of Public Communication (ZÉMOR, 1995, 2014; BRANDÃO, 2006; DUARTE, 2007; MATOS, 2012; KOÇOUSKI, 2012). In this scenario, he advocated that HEIs have the potential to promote and expand the identity construction and representations (BAUMAN, 2005; HALL, 2004, 2014; SILVA, 2014; WOODWARD, 2014) of the LGBTQIA+ population – especially in digital media (RECUERO, 2009, 2017, 2018). The corpus of analysis consisted of posts on social media (Instagram) from two public HEIs in Maranhão – UFMA and UEMA, from April to June and September to November 2022. The choice is justified by the relevant role of these institutions in the training process citizen and for being the main producers of scientific and technological knowledge in Maranhão, covering the entire state. The chosen period included the productions of the academic calendars of the HEIs. The collected data were analyzed in light of the combination of Content Analysis (BARDIN, 2016) and Social Discourse Theory (FAIRCLOUGH, 2002). As a result, the thesis that the discourses of HEIs make the LGBTQIA+ theme invisible and that the narrative focus of the discourse is limited to an institutional promotion perspective was corroborated.. This study hopes to contribute with HEIs and the state of Maranhão in the construction of inclusive practices that organize and mobilize public debate to combat prejudice and lgbtfqia+phobic violence. It also aims to present guidelines for the construction of actions and policies for the LGBTQIA+ community.
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Palavras-chave
Comunicação pública, Mídias sociais, Diversidade de gênero, Instituições Públicas de Ensino Superior, Public communication, Social media, Gender diversity, Public Institutions of Higher Education