METALINGUISTIC KNOWLEDGE IN AN ANTI-RACIST PEDAGOGIZATION BOOKLET

Abstract

In this text, based on the articulation between materialistic Discourse Analysis (AD) and the History of Linguistic Ideas (HIL), the objective is to understand how metalinguistic knowledge works in the thematic booklet Direitos humanos e o combate ao racismo, da Escola do Legislativo de Patos de Minas (2021). I understand the thematic booklet as a regulatory instrument of life in society (SILVA, 2014), which addresses various topics, such as health, race and gender. In addition, it is an object displaced from the school space based on the literacy booklet (SILVA and PFEIFFER, 2014), understood as a linguistic instrument (AUROUX, 2014). At the level of description, the analyzed object presents various metalinguistic knowledge, such as race and color, but also presents expressions considered racist, such as denigration and white envy. Analytical gestures indicate that the mobilization of some of the textualized knowledge is not supported by a technical foundation. There is a game between imaginary language and fluid language (ORLANDI, 2013) in which such knowledge is produced sometimes by an effect of completeness, functioning as a dictionary; sometimes due to the effect of incompleteness, in which the language is subject to play (PÊCHEUX, 2014a). Finally, I understand that, despite the slippage, the thematic booklet, as well as the literacy booklet, constitutes, through linguistics, subjects as subjects of knowledge and for a social life (ORLANDI, 2013).