Abstract
The pandemic caused by Covid-19 changed the relationships established between the subjects involved in the school context. Students’ lack of active participation is often noted, as they commonly do not interact and keep their cameras and microphones turned off during online activities. Based on this scenario, this article has as its object of analysis six excerpts from interviews carried out with students from Integrated High School and Technical Courses from Federal Institutes in different states, and aims to analyze the meaning effects engendered by the absence of the body in remote education activities. Therefore, a theoretical-analytical path was traced based on Pêcheux’s Discourse Analysis, which allows, as a methodology, to interrogate the interpretation in order to understand its discursive functioning. With the investigation, it was understood that both the body and the silence of its absence give rise to meaning effects that impact the constitution of subjectivity, and that especially the affective distance in the student environment is accentuated.
Keywords:
Discourse Analysis; Remote Education; Body; Silence; Meaning Effect