NONPARTISAN SCHOOL: CONTRADICTIONS, DISPUTE AND MEANING IN GEOGRAPHY TEACHING

• Autor(a) principal: Araujo Maia, Humberto Cordeiro
• Data de Publicação: 2021
• Outros Autores: Araujo, Joseane Gomes de [UNESP], Saab, Thiago Bueno [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.22409/GEOgraphia2021.v23i51.a45516; http://hdl.handle.net/11449/218358
• topic: Nonpartisan School; Geography teaching; Teacher training; Bills 867/2015 and 246/2019

This article aims to discuss the possible consequences of the bill/movement Nonpartisan School - Bill 867/2015 e Bill 246/2019 - in Brazilian school, with focus on geographical education and teacher training. In light of these intentions, there are the following specific objectives: to analyze the social function of the school and the role of Geography in citizen formation; investigate what the bill/ movement Nonpartisan School is; demonstrate the possible effects of the aforementioned bill/movement in the event of final approval of the Bill. It is worth mentioning that the method, which this article is anchored, is the historical and dialectical materialism. Regarding the methodological procedures of the research, it was sought to theoretical-conceptual references that deal with the subject under discussion, as well as a documentary analysis of the aforementioned bills, characterizing it as a descriptive-analytical and documentary research, which presents expressive acceptance and potential for investigations in the field of education. In addition, the discourse analysis method is adopted to verify the documents present in the bill/movement statute (website), as well as the Bill. The considerations indicate that the bill/movement hurts the death of freedom of teaching chair, as well as positioning itself against the principles of a critical and citizen student training, anchored in the principles of individual and collective autonomy.