Propuestas político-pedagógicas neoconservadoras : falacias de la “ideología de género” y del movimiento “escuela sin partido”

• Autor(a) principal: Yannoulas, Silvia Cristina
• Data de Publicação: 2021
• Outros Autores: Afonso, Sophia, Pinelli, Laís
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Institucional da UnB
• Texto Completo: https://repositorio.unb.br/handle/10482/41913
• topic: Neoconservadorismo; Políticas educacionais; Identidade de gênero

This essay addresses the ideological disputes posed by neoconservatism on Brazilian educational policy, highlighting two of its specificities: the discourse about gender issues and the formation of the so-called Movement School Without Party (MESP). The dissemination of the “gender ideology” fallacy and the attack on the presence of critical thinking in education, which occur most importantly in the second decade of the present millennium, illustrate in a paradigmatic way the ideological conflicts that run through Brazil’s current educational policy, emerging as a privileged neoconservative strategy destined to stop the progressive advances obtained in the previous decade. This essay is based on documentary and bibliographic research, carried out in 2020, using free access of online databases. It was possible to conclude that the neoconservative side of the new right manages to have a negative impact on educational policies, and its power can be observed from the adhesion of multiple actors to the fight against gender studies and against critical thinking in educational content. Such phenomena go beyond the debate in the religious and academic spheres, and arise on the legislative and executive powers, influencing the discussion of laws and the implementation of educational policies in all spheres (federal, statewide and municipal). It is essential to deepen the understanding of the new right’s influence in education, considering the convergence between neoliberal and neoconservative agendas that seek a restoration of moral character and, at the same time, the mercantilization of education, because they threaten the construction and consolidation of a secular, free and socially referenced public education.