COMPREHENSIVE EDUCATION AND EDUCATIONAL SPACES: A DISCURSIVE ANALYSIS BASED ON PÊCHEUX AND JAQUELINE MOLL

Abstract

This article articulates the contributions of Michel Pêcheux's Discourse Analysis (DA) with Jaqueline Moll's reflections on educating cities, based on the understanding of integral education and educational territories, exploring how pedagogical discourses construct meanings about formal and non-formal learning spaces. Through Discourse Analysis, the Charter for Educating Cities, as a text, constructs a political-pedagogical project for contemporary cities. The analysis reveals that the discourse of the Charter articulates values such as inclusion, sustainability, and citizen participation, positioning itself as a response to the global challenges of the 21st century. The linguistic strategies that legitimize the city as an educational agent and the contradictions inherent in the proposal of "education for all" in contexts of inequality are highlighted. The analysis demonstrates that Moll's (2018) proposal for an integral education dialogues with Pêcheux's notion of discourse as ideological practice, insofar as it challenges the fragmentation of school knowledge and re-signifies the city as an educational territory far beyond formal education. Based on bibliographical research and the use of the deductive method, some discursive contradictions were observed between the political project of integral education proposed by Moll and the neoliberal structures that limit its materialization.