SILENCING AND DISCURSIVE REPRESENTATIONS OF SUBJECTS WITH MENTAL DISORDERS IN THE ENEM 2020 MOTIVATING TEXT: A DIALOGICAL ANALYSIS

DOI:

https://doi.org/10.17564/2316-3828.2025v13n1p30-43

Authors

  • Paulo Everton Fernandes da Silva UEPA-Universidade do Estado do Pará
  • José Anchieta de Oliveira Bentes UEPA-UNIVERSIDADE DO ESTADO DO PARÁ

Keywords:

Silenciamento, Representações Discursivas, Identidade Social

Published

2025-03-26

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Issue

Vol. 13 No. 1 (2025): Fluxo Contínuo

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Artigos

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Copyright (c) 2025 Interfaces Científicas - Educação

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Abstract

In this study, we examine the dialogic-discursive movement that leads to the silencing of individuals with mental disorders, focusing on Motivating Text 1 of the Enem 2020 essay, in its first application. We used Dialogical Discourse Analysis (DDA) to understand how implicit discursive representations contribute to this silencing. Based on the definitions of “silence” by Mikhail Bakhtin (2017) and Michel Pollak (1989), we broadened the discussion to the concept of silencing, understood as an imposition of oppressive forces in social relations. The results showed that these discursive representations promote the silencing of people with mental disorders by highlighting: a) mental health as emotional balance, focusing on “mentally healthy people”, b) the universalization of psychological suffering, generalizing experiences, and c) the emphasis on help and support, underlining the individual's ability to overcome. These representations contribute to a silencing that reinforces stereotypes and prejudices, damaging the construction of the social identity of these individuals.

Author Biographies

Paulo Everton Fernandes da Silva, UEPA-Universidade do Estado do Pará

Portuguese Language Teacher in Basic Education, specifically teaching in Elementary School II. Master's student in the Graduate Program in Education (PPGED) at the State University of Pará (UEPA/CCSE), within the research line of Cultural Knowledge and Education in the Amazon, with a research focus on Dialogical Studies of Discourse in school and non-school practices. Postgraduate student in Media Discourse Analysis at Faculdade Iguaçu, Paraná (FI). Postgraduate student in Language and Literature with an emphasis on Linguistics at Faculdade Focus, Paraná (FFOCUS). Specialist in Reformed Theology from Faculdade Sudoeste, Bahia (FASU). Bachelor in Theology from Faculdade Kurios, Ceará (FAK). Holds a full teaching degree in Portuguese Language and Literature from the State University of Pará (UEPA/CCSE). Member of the Study Group on Language and Educational Practices in the Amazon (GELPEA) - CNPQ/UEPA, the Study and Research Group on Literacy in the Teaching and Learning of Portuguese Language (GEPLEALP) - CNPQ/UEPA, and the Research Group on Discursive and Ergological Analyses (ADERGO) - UFPA. Former scholarship monitor in Linguistics - Discourse Analysis in the Portuguese Language and Literature Teaching Degree (UEPA).

José Anchieta de Oliveira Bentes, UEPA-UNIVERSIDADE DO ESTADO DO PARÁ

He holds a postdoctoral degree in Education from the Pontifical Catholic University of Rio de Janeiro (2013), a PhD in Special Education (UFSCAR/2010), a Master's degree in Linguistics (UFPA/1998), a specialization in Applied Linguistics to the Teaching and Learning of Portuguese (UFPA/1993), and a Bachelor's degree in Language and Literature (UFPA/1991). He is an associate professor at the State University of Pará and is involved in the Graduate Program in Education (PPGED) - Master's and PhD, within the research line of Cultural Knowledge and Education in the Amazon. He served as the Deputy Coordinator of PPGED-CCSE-UEPA (2022-2023). He is a member of the Study Group on Language and Educational Practices in the Amazon (GELPEA). His areas of expertise include inclusive education, adult education, and dialogical studies of discourse in both school and non-school practices.

How to Cite

Fernandes da Silva, P. E., & Anchieta de Oliveira Bentes, J. (2025). SILENCING AND DISCURSIVE REPRESENTATIONS OF SUBJECTS WITH MENTAL DISORDERS IN THE ENEM 2020 MOTIVATING TEXT: A DIALOGICAL ANALYSIS. Interfaces Científicas - Educação, 13(1), 30–43. https://doi.org/10.17564/2316-3828.2025v13n1p30-43

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