<b>Normalization and normativity practices: the subjectivization of the hyperactive student within the social media</b> - doi: 10.4025/actascilangcult.v35i4.19879
Current research verifies media discourse practices which objectify and subjectify the hyperactive student. Discourse processes that constitute the subject of education are analyzed. They verify the occurrence of discursive regularities between the medical and the school discourses within social med...
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| Format: | Article |
| Language: | English |
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Universidade Estadual de Maringá
2013-07-01
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| Series: | Acta Scientiarum: Language and Culture |
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| Online Access: | http://186.233.154.254/ojs/index.php/ActaSciLangCult/article/view/19879 |
| Summary: | Current research verifies media discourse practices which objectify and subjectify the hyperactive student. Discourse processes that constitute the subject of education are analyzed. They verify the occurrence of discursive regularities between the medical and the school discourses within social media discourse. The theoretical and methodological concepts developed by Michel Foucault are employed, with special reference to topics related to enunciation modalities, disciplinary power, normalization and normativity which make possible the analysis of the effects of truth of enunciations in the corpus of current project. The latter comprise articles published in Brazilian newspapers and magazines and other educational texts on Attention Deficit and Hyperactivity Disorder (ADHD). Research investigates the discursive formations that deal with the identity of the subjects and tries to understand how knowledge-power and history-memory relationships produce truth effects on hyperactive students’ identity. Likewise, it also discusses how truth effects establish meaning effects that marginalize the subjects and label them as restless, non-attentive, disquiet and others furnished by authorized subjects who intend to normatize and discipline the hyperactive student within social environments. |
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| ISSN: | 1983-4675 1983-4683 |