Abstract
This paper aims to analyze the meaning’s effects produced in the classroom, based on discursive practices. Enrolling in the Analysis of Discourse inaugurated by Michel Pecheux, in dialogue with Bakhtinian assumptions, a corpus extracted from an enunciative scene is analyzed, in which statements are formulated about the School without Party Program. Taking into account the discourse production’s conditions in its constitutive relationship with memory and interdiscourse, it was observed that the processes of subjectivation contributed to the meaning production’s effects, dialectically opposed, materialized in different elements of knowledge. Such effects point to the subject positions in presence, while they put in perspective the social function of educational practice, considering the responsive assumption, having the discourse as mediation to unveil the contradictions of the contemporary Brazilian scene.
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