Maré conservadora e educação: análise de discurso crítica sobre políticas educacionais no Brasil e em Vitória-ES

• Autor(a) principal: Real, Danielly da Costa Vila
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/12650
• topic: Sociologia; Conservadorismo; Políticas educacionais; Escola democrática

Between the years 2010 and 2022 in Brazil – within the context that has been called the Conservative Tide – we observed the advance of a morally regulatory, security punitive, socially intolerant and economically liberal conservatism. As a consequence of this phenomenon, the traditional dispute between educational policies classified as reforms (inclusivist) and counter-reforms (neoliberalist) lost space to the advancement of (anti)reforms (moralizing, militarizing and intolerant). On the national scene, we highlight the National Common Curricular Base and the New Secondary Education as counter-reforms partially supported in the educational field, while the Militarization of public schools, Escola Sem Partido and Homeschooling are (anti)reforms demanded by groups exogenous to the policy communities educational. At the subnational level of Vitória-ES, conservatism also materializes in counter-reforms, but the moralizing (anti)reforms supported by religious groups stand out: Escola Sem Partido, Eu Escolhi Esperar and Infância Sem Pornografia. Having observed the social problem of the subtle erasure of the themes of class, race, gender and sexuality in the educational field, we took on the research problem of explaining how conservatism materializes in “against” and “anti” educational reforms. To this end, we adopted CDA (Critical Discourse Analysis) at two levels: a corpus of national policies and another from Vitória-ES. During the analysis of the policy texts and the speeches of interviewed actors, we identified the training ideal that underpins the written and oral speeches, observing two categories: a) what is the conservative force that constitutes each policy, and b) which diversity theme is implicated in the dispute. The biggest findings of this thesis are a) situating educational policies as resources for ideological change; b) differentiate educational policies by categorizing them as reforms, counter-reforms and (anti)reforms, considering the ideal of human formation that underpins each of them; and c) denaturalize the orders of the “anti-diversity” discourse that spread throughout educational discursive networks during the conservative tide, instrumentalizing the wronged to defend their right to difference. But as a secondary finding, we also highlight the illocutionary effect of these law proposals, since the interviews give clues about possible behavioral changes in teachers even before the policy achieves any legislative victory.