Standardization, rearticulation and changes in school advertisements

Abstract

Based on theoretical assumptions of the Critical Discourse Analysis (FAIRCLOUGH, 1992 [2001a], 2003), according to which the relationship between texts and discursive/social practices is dialectic, we aimed to characterize a set of school advertisements as per their types of meaning: action (gender), representation (speech), and identification (style), at the same time setting a socially-historically agreed production pattern for these texts. After this classification was done, we discussed how, in the course of a hegemonic struggle, educational institutions continually rearticulate this pattern in order to temporarily hold the economic power and hegemony when facing competing institutions. Lastly, this work is relevant because it helps to comprehend the presupposed dialectical between texts and practices.