Name: FREDERICO DE SOUZA RAMOS CARNEIRO
Type: MSc dissertation
Publication date: 17/12/2020
Advisor:
Name |
Role |
|---|---|
| RUTH DE CÁSSIA DOS REIS | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| FABIO LUIZ MALINI DE LIMA | Internal Examiner * |
| RUTH DE CÁSSIA DOS REIS | Advisor * |
Summary: The research wants to understand the discursive strategies operated by the Escola Sem Partido (ESP) Movement by promoting the discourse against ideological indoctrination on Facebook with the purpose of engaging users. The use of persuasive means, ethos, pathos and logos is emphasized (CHARAUDEAU, 2006, 2010, 2016a, 2016b). At first, it approaches the academic literature that conceptually examines the place of informal
communicative exchanges in the appreciation of themes from the political sphere. The theme is unfolded by studies that investigate the phenomenon on the internet. Then, it relies on a bibliographic survey to recover the origins of ESP and the trajectory of its founder, Miguel Nagib, within the historical outline of the constitution of the New Rights in Brazil (CASIMIRO, 2016; GROS, 2002; ROCHA, 2017) and the political strategies adopted with a view to conquering hegemony (GRAMSCI, 2000). The corpus consists of data extracted from 3,410 posts by the Netvizz application. The analysis is divided into the interpretation of the interaction metrics recorded in the set of publications, the source
of the shared links and the statements coming from the ten most commented complaints posts. As a result, we pointed out how ESP guarantees users' adherence to the exploration of emotions, especially anger. This strategy is based on the use of video and image content named as a complaint. In them, the announcer calls for strategies of controversy that dramatize the recorded events and vilify the teachers. The administrator of the page connects to readers through ethics of identification, commitment and projecting an ethos
of anonymity when citing statements of complaints. The argumentative force rests mainly on knowledge of moral beliefs.
