Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 JoaoBCJ_DISSERT.pdf: 943593 bytes, checksum: d28d49da9db8c1860d7e8754ffc3a90a (MD5) Previous issue date: 2012-02-27 / Universidade Estadual do Rio Grande do Norte / In the context of late modernity, the socio-cultural transformations established new social practices which corroborate discursive changes in dialectic movements, contributing to the order of the educational discourses to be more and more affected by typical market discourses and values which are covered by ideologies, hegemonic struggles and power relations. In this sense, this research study, which is based on the theoretical tenets of the Critical Discourse Analysis in its interdisciplinary branch (FAIRCLOUGH, 2006; ORMUNDO, 2010; PEDROSA, 2010; RAMALHO E RESENDE, 2011), aims at discussing how the sociocultural changes in the context of private education interact with the market proposal of neoliberal and economical policies. The research was methodologically based on the qualitative approach (CHIZZOTTI, 1991; BOGDAN e BIKLEN, 1994; MINAYO, 1994), especially on the principles of contemporary Applied Linguistics (SIGNORINI, 1998; MOITA-LOPES, 2006; MENEZES, SILVA, GOMES, 2009). Data were gathered from advertisements used in campaigns by private educational institutions and agencies in Natal/RN; the advertisements were collected in primary and secondary levels and in language courses from October to December, 2010. The data analysis indicate that education, in the context of globalization and late modernity, has become a market agency and that the new face of the educational discourse of private institutions is interwoven with a social representation of education as a site of struggle and hegemonic dispute. Therefore, the research leads us to infer that, as the educational public policies based on hegemonic economy and on ideological assumptions of international agents (Global Bank, FMI, etc.) have become widespread, education has become an arena of dispute and a powerful economic product to the market of cultural and commercial industry, thus emphasizing a society in which everything is economically based / No contexto atual da modernidade tardia, as mudan?as socioculturais instauram novas pr?ticas sociais que corroboram mudan?as discursivas em movimentos dial?ticos, contribuindo para que a ordem de discursos educacionais seja cada vez mais contaminada pelos discursos e valores t?picos de mercado revestidos por ideologias, lutas hegem?nicas e rela??es de poder. Nesse sentido, esta pesquisa, ancorada no aporte te?rico-anal?tico da An?lise Cr?tica do Discurso (ACD), em sua vertente transdisciplinar, (FAIRCLOUGH, 2006; ORMUNDO, 2010; PEDROSA, 2010; RAMALHO E RESENDE, 2011), tem como objetivo discutir como as mudan?as socioculturais, via o momento discursivo, no contexto da educa??o privada em Natal/RN, dialogam com a proposta mercadol?gica da pol?tica econ?mica neoliberal. A pesquisa se constituiu metodologicamente numa abordagem de natureza qualitativo-interpretativista (CHIZZOTTI, 1991; BOGDAN e BIKLEN, 1994; MINAYO, 1994), assentando-se nos pressupostos da Lingu?stica Aplicada contempor?nea (SIGNORINI, 1998; MOITALOPES, 2006; MENEZES, SILVA, GOMES, 2009). O corpus analisado concentrou-se numa compila??o de 11 an?ncios publicit?rios usados nas campanhas publicit?rias de institui??es privadas de ensino bem como de ag?ncia de fomento ao cr?dito estudantil em Natal/RN, desde a educa??o b?sica a cursos de idiomas, no per?odo de outubro a dezembro de 2010. Os dados evidenciam que a educa??o, no contexto da globaliza??o da modernidade tardia, configura-se como uma ag?ncia mercadol?gica e que a nova face do discurso educacional das institui??es privadas de ensino est? imbricada a uma representa??o social de educa??o associada a campo de luta e disputa hegem?nica. Portanto, a pesquisa autoriza a inferir que, com a propaga??o de pol?ticas p?blicas educacionais referendadas no ide?rio hegem?nico da economia neoliberal e nos pressupostos ideol?gicos dos agentes financeiros internacionais (Banco Mundial, FMI dentre outros), a educa??o tornou-se arena de disputa, um poderoso produto rent?vel para o mercado da ind?stria cultural, midi?tica e mercantilista, intensificando a constitui??o de uma sociedade na qual tudo ? medido economicamente