“Non-partisan School” for whom?

Detalhes bibliográficos
Autor(a) principal: Capaverde, Caroline Bastos
Data de Publicação: 2019
Outros Autores: Lessa, Bruno de Souza, Lopes, Fernando Dias
Tipo de documento: Artigo
Idioma: por
eng
spa
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369
Resumo: This essay aims to present some reflections regarding Bill # 193/2016, also known as the “Non-partisan School” Bill, which intends to typify, reprehend and punish ideological “harassment” in schools. We start our reflections supported by the contributions of Maurício Tragtenberg to analyze the linkages between ideology and bureaucracy in organizations, scope in which we also include schools insofar as they are the operatory instances of the formal schooling system; such choice happens due to their embeddedness within the State itself. Afterwards, we seek to deepen these issues through the conceptual apparatus of Pierre Bourdieu to highlight how such structure is engendered towards the reproduction of ideological models belonging to determined dominant classes. Thus, our argument for theoretical analysis is underpinned on the interest of certain classes to take hold of the State as well as of the formal schooling system and, after that, to outline schools’ syllabuses, the contents to be taught, with the goal to build social consensus driven to a specific orientation.
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spelling “Non-partisan School” for whom?“Escuela sin partido” ¿para quién?“Escola sem Partido” para quem?Non-partisan school; Ideology; Tragtenberg; BourdieuEscuela sin partido; Ideología; Tragtenberg; BourdieuEscola sem partido; Ideologia; Tragtenberg; BourdieuThis essay aims to present some reflections regarding Bill # 193/2016, also known as the “Non-partisan School” Bill, which intends to typify, reprehend and punish ideological “harassment” in schools. We start our reflections supported by the contributions of Maurício Tragtenberg to analyze the linkages between ideology and bureaucracy in organizations, scope in which we also include schools insofar as they are the operatory instances of the formal schooling system; such choice happens due to their embeddedness within the State itself. Afterwards, we seek to deepen these issues through the conceptual apparatus of Pierre Bourdieu to highlight how such structure is engendered towards the reproduction of ideological models belonging to determined dominant classes. Thus, our argument for theoretical analysis is underpinned on the interest of certain classes to take hold of the State as well as of the formal schooling system and, after that, to outline schools’ syllabuses, the contents to be taught, with the goal to build social consensus driven to a specific orientation.El presente ensayo tiene el objetivo de presentar reflexiones acerca del Proyecto de Ley 193/2016, Escuela sin partido, lo cual quiere tipificar y reprender, punir el “acoso” ideológico en las escuelas. Iniciamos la reflexión a partir de los aportes de Maurício Tragtenberg analizando las conexiones entre ideología y burocracia en las organizaciones, ámbito en el que también incluimos la escuela como instancia operativa del sistema de enseñanza formal; tal elección se da por el involucramiento de la escuela con el estado. A continuación, buscamos profundizar esas cuestiones por medio del aparato conceptual de Pierre Bourdieu para evidenciar cómo se crea esa estructura orientada a la reproducción de modelos ideológicos de las clases dominantes. Nuestro argumento para el análisis teórico, se fundamenta en la tesitura del interés de ciertas clases de apropiarse del estado y del sistema de enseñanza formal y, a posteriori, delinear los currículos de las escuelas, los contenidos que se enseñarán, con el objetivo de construir un consenso social con una orientación específica.O presente ensaio visa a apresentar reflexões acerca do Projeto de Lei no 193/2016, Escola sem partido, o qual quer tipificar e repreender, punir o “assédio” ideológico nas escolas. Iniciamos a reflexão a partir dos aportes de Maurício Tragtenberg analisando as conexões entre ideologia e burocracia nas organizações, escopo no qual também incluímos a escola como instância operatória do sistema de ensino formal; tal escolha se dá pelo imbricamento da escola no estado. Após, buscamos aprofundar essas questões por meio do aparato conceitual de Pierre Bourdieu para evidenciar como se engendra essa estrutura orientada à reprodução de modelos ideológicos das classes dominantes. Nosso argumento, para análise teórica, alicerça-se na tessitura do interesse de determinadas classes ao se apropriarem do estado e do sistema de ensino formal e, a posteriori, delinearem os currículos das escolas, os conteúdos a serem ensinados, com o objetivo de construir um consenso social com uma orientação específica.Fundação CesgranrioCapaverde, Caroline BastosLessa, Bruno de SouzaLopes, Fernando Dias2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/136910.1590/s0104-40362018002601369Ensaio: Avaliação e Políticas Públicas em Educação; v. 27, n. 102 (2019): Revista Ensaio Jan./Mar.; 204-2221809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369/1020https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369/1021https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369/1022Direitos autorais 2019 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2019-06-10T18:08:09Zoai:ojs.localhost:article/1369Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2019-06-10T18:08:09Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv “Non-partisan School” for whom?
“Escuela sin partido” ¿para quién?
“Escola sem Partido” para quem?
title “Non-partisan School” for whom?
spellingShingle “Non-partisan School” for whom?
Capaverde, Caroline Bastos
Non-partisan school; Ideology; Tragtenberg; Bourdieu
Escuela sin partido; Ideología; Tragtenberg; Bourdieu
Escola sem partido; Ideologia; Tragtenberg; Bourdieu
title_short “Non-partisan School” for whom?
title_full “Non-partisan School” for whom?
title_fullStr “Non-partisan School” for whom?
title_full_unstemmed “Non-partisan School” for whom?
title_sort “Non-partisan School” for whom?
author Capaverde, Caroline Bastos
author_facet Capaverde, Caroline Bastos
Lessa, Bruno de Souza
Lopes, Fernando Dias
author_role author
author2 Lessa, Bruno de Souza
Lopes, Fernando Dias
author2_role author
author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Capaverde, Caroline Bastos
Lessa, Bruno de Souza
Lopes, Fernando Dias
dc.subject.none.fl_str_mv


dc.subject.por.fl_str_mv Non-partisan school; Ideology; Tragtenberg; Bourdieu
Escuela sin partido; Ideología; Tragtenberg; Bourdieu
Escola sem partido; Ideologia; Tragtenberg; Bourdieu
topic Non-partisan school; Ideology; Tragtenberg; Bourdieu
Escuela sin partido; Ideología; Tragtenberg; Bourdieu
Escola sem partido; Ideologia; Tragtenberg; Bourdieu
description This essay aims to present some reflections regarding Bill # 193/2016, also known as the “Non-partisan School” Bill, which intends to typify, reprehend and punish ideological “harassment” in schools. We start our reflections supported by the contributions of Maurício Tragtenberg to analyze the linkages between ideology and bureaucracy in organizations, scope in which we also include schools insofar as they are the operatory instances of the formal schooling system; such choice happens due to their embeddedness within the State itself. Afterwards, we seek to deepen these issues through the conceptual apparatus of Pierre Bourdieu to highlight how such structure is engendered towards the reproduction of ideological models belonging to determined dominant classes. Thus, our argument for theoretical analysis is underpinned on the interest of certain classes to take hold of the State as well as of the formal schooling system and, after that, to outline schools’ syllabuses, the contents to be taught, with the goal to build social consensus driven to a specific orientation.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369
10.1590/s0104-40362018002601369
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369
identifier_str_mv 10.1590/s0104-40362018002601369
dc.language.iso.fl_str_mv por
eng
spa
language por
eng
spa
dc.relation.none.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369/1020
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369/1021
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1369/1022
dc.rights.driver.fl_str_mv Direitos autorais 2019 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2019 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv








dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 27, n. 102 (2019): Revista Ensaio Jan./Mar.; 204-222
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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