Identitary Practice of Teachers and Students at Unidade Educacional de Internação-MS (UNEI): (mis)constructing identity(ies)

Abstract

This paper aims at describing the representations that teachers and students have about themselves other people and the teaching-learning process at UNEI Três Lagoas-MS. This is a qualitative study under the view of French Discourse Analysis, which can be understood as the intersection of Linguistics and Social Sciences by interweaving history, ideology and teacher-student relationship. We base our analysis on studies conducted by Coracini (2003a), Orlandi (1992) and Foucault (1999, 2004) with his writings on knowledge-power. Some partial results indicate that the teacher and the “inner” student are in constant movement, which is formed by a multiplicity of discourses that are constructed due to the difference in the relationship established with each other.