Análise de texto

“Although brands seem to be everywhere — at kids’ concerts, next to them on the couch, on stage with their heroes, in their on-line chat groups, and on their playing fields and basketball courts — for a long time one major unbranded youth frontier remained: a place where young people gathered, talked, sneaked smokes, made out, formed opinions and, most maddeningly of all, stood around looking cool for hours on end. That place is called school. And clearly, the brands had to get into the schools.

(…) marketers and cool hunters have spent the better part of [the 1980s] hustling the brands back to high school and pouring them into the template of the teenage outlaw. Several of the most successful brands had even cast their corporate headquarters as private schools, referring to them as ‘campuses’ and, at the Nike World Campus, nicknaming one edifice ‘the student union building.’

(…) baldly [equating] corporate access to the schools with access to modern technology, and by extension to the future itself, is at the core of how the brands have managed, over the course of only a decade, to all but eliminate the barrier between ads and education. It was technology that lent a new urgency to nineties chronic underfunding: at the same time as schools were facing ever-deeper budget cuts, the costs of delivering a modern education were rising steeply, forcing many educators to look to alternative funding sources for help. (…)

The fact that more schools are turning to the private sector to finance technology purchases does not mean that governments are relinquishing any role in supplying public schools with computers. Quite the opposite. A growing number of politicians are making a computer on every desk a key plank in their election platforms, albeit in partnership with local business. But in the process school boards are draining money out of programs like music and physical education to finance this high-tech dream — and here too they are opening the door to corporate sponsorships and to direct forms of brand promotion in cash-strapped cafeterias and sports programs.”

Klein, Naomi. “The Branding of Learning”, No Logo. New York: Picador, 1999. 87-89.

Analise o excerto apresentado: i) sublinhe o argumento central da autora e o modo como este é exposto; ii) relacione estas asserções com o contexto português contemporâneo, tendo em conta a sua experiência enquanto alun@. Se julgar pertinente, cite a bibliografia por nós estudada em aula, para sustentar a sua leitura.

O trabalho deve:  a) ter uma capa (logo da instituição, nome autor, cadeira, professor, data) e (no máximo) 2 páginas, em corpo de letra 12, a espaço e meio, seguidas da bibliografia consultada;  b) seguir o modelo do texto expositivo (resumindo a informação apresentada no excerto) e argumentativo (apresentar a vossa leitura do argumento ); c) ser impresso  e entregue em mão durante a aula, até ao dia 25 de outubro. Se, por força maior, não puderem comparecer nesta data, enviem o vosso trabalho para o email culturvis.flul@gmail.com até às 24h desse dia e entreguem o trabalho impresso na aula seguinte (27 out.); os trabalhos entregues depois desta data não serão objeto de avaliação.
Recomendo que consultem o site da OWL (Purdue Univ.), em especial as entradas sobre o ensaio, a paráfrase e o resumo.