Do homeschooling estadunidense aos projetos legislativos brasileiros sobre Educação Domiciliar: uma análise à luz da disputa pela hegemonia

• Autor(a) principal: Freitas, Lucas Montes Werneck de
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20200
• topic: Educação domiciliar; Homeschooling; (Neo)conservadorismo; Hegemonia; Estado; Projetos de lei; Políticas educacionais; Economicização; Home learning; Homeschooling; (Neo)conservatism; Hegemony; State; Law projects; Education policies; Economization; CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS

Amidst a public educational system fraught with tensions and disputes, Home Learning arrives in Brazil heavily influenced by United-Statesian homeschooling. Based on the historical and dialectical materialism method, this research relied on 18 Law projects presented in the Chamber of Deputies between 1994 and 2022. We highlighted the historical context of the homeschooling movement in the USA, with discontentment towards secular schools and pedagogies being one of the driving factors behind its growth in the 1990s, reaching over 5 million homeschoolers in 2021. This context is also observed in Brazil, where similar reasons and motivations for its adoption and regulation range from issues with the school environment to religious beliefs and family values. Brazilian education policies over the years have addressed the demands of the workforce and capital while aligning with (neo)conservative agenda items. Examined through the lens of the dispute over hegemony, Home Learning in Brazil has aligned with the country's conservative project, with its leading proponents in the legislative house being associated with right-wing and far-right political parties. This alignment is evident in the attempts to legalize Home Learning in the Federal District in 2020 and Paraná in 2021, both of which had approved laws but were challenged by Direct Actions of Unconstitutionality. Through the categorization, nine categories were created through the justifications of the Law projects in the Chamber of Deputies, presenting an ideological content marked by fundamentalism, economization of education, conservative family agendas, and elitization of education, revealing various contradictions in their justifications. In summary, the research concludes that the rationale of the Law projects is constituted by neoliberal and/or (neo)conservative argumentative markers.