REFLECTIONS ABOUT THE IDEOLOGICAL CONTROL OF TEACHING WORK AND THE FUNDAMENTAL RIGHT TO THE FREEDOM OF TEACHING

• Autor(a) principal: Carvalho, Patrícia
• Data de Publicação: 2021
• Outros Autores: Souza, Juliana Brito de
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2636
• topic: escola sem partido; liberdade de ensinar; doutrinação ideológica; school without party; freedom of teaching; ideological indoctrination; escuela sin partido; liberta de enseñar; doctrinación ideológica

The Federal Constitution brings in the article 205 and in the subsequent articles, the principles that must conduct the right to education, ensuring the freedom of teaching, learning, and the pluralism of ideas and pedagogical concepts. However, the right to freedom of teaching has not been universally accepted, which gave more visibility to movements such as Escola Sem Partido (School without Party). That movement argues that the students, while “captive audience of teachers”, would be victims of an alleged “ideological indoctrination”, in which “teachers that defend the leftist ideology” instill in the students some ideas that go against what is taught by the parents at home, which would be inadmissible, claiming that the teachers should only teach the contents of their subjects. In this context, it is indispensable to understand the motivations and the arguments that support the proposals of the Movement Escola Sem Partido, examining its pertinence and legitimacy. For this reason, this article seeks to ponder the possibilities of ideological control of teacher work, opposed to the freedom of teaching. To this end, we analyzed the main arguments of the studied Movement. In the same way, we sought to understand the legal nature of the right to freedom of teaching, based on authors who work on the theme with different focuses. In the end, we verified that education, while a social right, has as its main objective to create citizens, which is only possible when the teaching work is seen as a political act, able to make the teachers think about the place they occupy in society and in its possibilities of change.