Militarization and School without Party: repercussions on the political-pedagogical project of schools

• Autor(a) principal: Silva, Edileuza Fernandes
• Data de Publicação: 2020
• Outros Autores: Veiga, Ilma Passos Alencastro, Fernandes, Rosana César de Arruda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1485
• topic: Escuela pública. Escuela sin Partido. Militarización. Proyecto político-pedagógico.; Public school. School without a Party. Militarization. Political-pedagogical project.; Escola pública. Escola sem Partido. Militarização. Projeto político-pedagógico.

This paper discusses the advances of conservative militarization movements and School without a Party in order to reflect on their repercussions on the political-pedagogical projects of public schools. School is understood as a territory in constant dispute, responsible for the formal education of children, adolescents, and young people, who carry out a type of work under political, ideological, and economic orientations that support the power arrangements at each historical moment. This work is systematized in the pedagogical projects of schools as an expression of their purposes, their social role, of defining operational strategies and actions to be developed collectively. As for the methodological and theoretical aspects, it contemplates: analysis of official documents of the federal government to apprehend elements of reality situated historically and that express a power project assumed by the dominant group in the political scenario; and bibliographic revision of works that deal with the issue. The discussions signal that the militarization of schools aligned with the ideals of the School without a Party impacts: a) on the definition of another social function for the school; b) on the selection and control of knowledge considered legitimate and acceptable by conservative groups; c) on the achievement of teaching and learning goals foreseen in the school's PPPs; d) on the teacher-student relationship; e) on the weakening of collaborative work in the school; f) on the autonomy of the school to elaborate, implement and evaluate its PPP. Thus, contrary to militarization, democratic, participatory and collaborative school is defended, organizing pedagogical work with respect to the diversity of subjects, their experiences and values.