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Valéria da Cruz Viana Labrea

Starting from the French School of Discourse Analysis and some notions borrowed from Social Sciences and Environmental Education, this study attempts to describe the functioning of the Brazilian Environmental Education Network (REBEA). This work aims at organizing a subjective cartography that allows the non linear mapping of some senses that move within and, to a great extent, rearrange the REBEA`s discourse memory. REBEA`s history is told starting from this memory, crystallizing and putting in evidence some senses, silencing and deleting others which are ostracized. Thus, in this work we propose the reorganization of this mapping starting from the speeches produced in two distinct spaces which over cross and self-determine each other: a. the environmental educator and peers interlocution space (IS), represented here by the discursive cuttings produced by the REBEA in their daily exchange of electronic mails in the open list and in the restrictive list to facilitators- in which each educator reinforces his/her identity and individual territory, starting from their practices and from their to be and belong to the world; and b. the REBEA`s formulation space (FS), in which it drives outside the network the groups consensus, discourses materialized in the official documents collectively produced in their presencial or virtual meetings attempting to strengthen and turn visible common territory and identity. I try to organize the discursive cuttings into the formulation networks that form this discourse, the sensitive filiations that make explicit the subject relationship with the discursive memory. Thus, I make an attempt to answer the following questions: 1. starting from heterogeneous formulation networks, how is built the network meaning assumed by the REBEA passing to constitute its discursive memory?; 2. what are the decision making processes and what is collectively decided? Just for analysis, I highlight and characterize the REBEA`s subject-positions which I understand as representative: the dominant subject and the dissident subject positions. Each subject-position presents a specific senses affiliation and I notice that those sense affiliations are related with one of the research questions. I also consider that REBEA is composed of a large number of silent or buffered enrolled subjects which are the gross of their members. In general, the three subject-positions are related with silence in different forms. I correlate the dominant subject-position to the first question once I understand that the network concept assumed by REBEA has its origins in the discourse of the dominant subject-position that controls the meanings of the speech in the Formulation Space, being characteristic the paraphrase and the repetition of the same. As to understand how REBEA decides collectively and how is carried out that decision-making process it is interesting to observe the discursive functioning of the dissident subject-position, because is just in this position where the difference and polysemy bloom. Answers for these questions allow us to describe and understand who are the enrolled subjects and their sense filiations and to check whether or not their managing experience of social networks is presented as an alternative of social emancipation.

A "vanguarda que se auto-anula" ou a ilusão necessária : o sujeito enredado cartografia subjetiva da rede brasileira de educação ambiental 2003-2008

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