Resistência, luto e luta no acontecimento político das greves do magistério no Paraná

Abstract

The history of education in Paraná is marked by numerous strike movements of teachers, who need to suspend the activities to go to the streets in search of guarantee of rights, so far, nothing new. Fighting for rights, to go to the street inscribes in the axis of the formulation as normality. However, this linearity and the normality resulting from it have been broken, allowing other memories and discourses to cross and establish the misunderstanding. This happened in two striking movements of state teachers from Paraná, one in 1988 and the other in 2015. The speeches that rounded during these movements are the research object of this dissertation. They had already stood out from others already occurred in the state for the way how teachers / protesters were treated, the police force repressed them with rubber bullets, tear gas, water jets, horses and dogs. The sense effects of this repression were meant like scenes from a battle and with several wounded people and the great effect of all this is the bankruptcy of a constitutional state and the failure of the respect, which can be summed up as the effect of chaos, desolation, and sadness. We propose, in view of the effects already highlighted, a discursive analysis, of discursive materiality cut from the strikes of 1988 and 2015.We cut three events that occurred at different times, but interwoven, which are: the 1988 strike, the 2015 strike and the 2015 post-strike. Our survey is based on the theoretical assumptions of French Speech Analysis, and affiliated to this theory, we aim to show how from the cut-off materiality, the strike discourse is re-signified and how by the labor of discursive memory the effects of meaning that resonate are of mourning, death and cowardice, mainly in relation to the women teachers. By these means, we seek to answer two questions: 1) How the 1988 strike is re-signified and what memories return in it / for it, sustaining and /or legitimizing the struggle and mourning? 2) Which memories and discourses support the visibility given to mourning, death and cowardice in the teachers‟ strike movement of Paraná in 2015? In order to answer these questions, we had started mobilizing from the discursive theory the notions of history, memory and politics. Our research subject demanded that we revisited the history of syndicalism and the history of teaching that meets the history of women. After all, for a long time the teaching was an essentially female profession. Subsequently, we begin with analyzes that develop onwards a pendular movement between the theory and the object of analysis and the object to theory. We tried to establish a continuity effect, for this reason, we began the analysis with the image-texts of the 1988 strike, after that, we highlight the materiality around the 2015 strike and, finally, we confront the two events, in order to emphasize what is repeated and what breaks with memory domains that work in these events. Soon afterwards, we give visibility to the speeches that circulated in the manifestations after the conflict of April 29, 2015 that allow us to verify how the teachers reacted / interpreted the repression suffered. The analysis of text-images was given by the notion of utterance-image, which allowed us to analyze the functioning of memory on non-verbal text. Therefore, the strike discourse worked and produced meaning effects through memory. This speech has been surfaced by characteristics of the discourse of violence, abuse of power, cowardice, mourning and the symbolic death of education.