Name: CAMILA PEREIRA BORGES
Publication date: 09/09/2026
Examining board:
Name |
Role |
|---|---|
| LIDIA GURGEL NEVES HORA | Examinador Externo |
| MICHELINE MATTEDI TOMAZI | Examinador Interno |
| RUTH DE CASSIA DOS REIS | Presidente |
Summary: As they move around the city, women experience constant fear and insecurity about experiencing various types of violence in public spaces. Based on the urgent need to discuss how women are discursively constructed in journalistic texts and how certain meanings about violence and the female body in urban territories are produced and tensioned, in the research project presented in this qualification document, we propose to answer the following question: how do the discursive strategies used in news stories about sexual harassment on buses, since the enactment of the Sexual Harassment Law, constitute the woman as a victim
of violence? We also seek to understand whether and how journalism has played an enunciative-pedagogical role by helping to broaden the debate about violence against women and overcome gender stereotypes. The empirical framework includes the G1 news portal, the most popular in Brazil, and the years following the enactment of the Sexual Harassment Law (13.718/2018) as a time frame. Our theoretical and methodological framework encompasses the perspective of gender as a historically determined social construct permeated by unequal power relations, as well as French Discourse Analysis (DA), particularly in the studies of
Pêcheux (1975, 1969, 1990) and Orlandi (1994, 2007, 2012), identifying discursive formations, silencing, and other aspects in the discourse on victims of sexual harassment. In our methodological approach, we also used computational resources for both data collection and statistical and lexicometric analyses to understand the data set of 599 news stories. Our preliminary conclusions show both positive aspects, such as the use of correct legal terminology and encouragement of reporting, and negative aspects, such as the use of discursive constructions that trivialize the crime and a lack of rigor and contextualization of
cases. This constitutes a fundamental element of journalism's pedagogical function.
