Homeschooling: sujeitos, projeto e concepções em disputa no Brasil

• Ano de defesa: 2025
• Autor(a) principal: Lima, Roberta Valeria Guedes de
• Orientador(a): Siqueira, Romilson Martins
• Banca de defesa: Almeida, Renato Barros de , Scarel, Estelamaris Brant , Dourado, Luiz Fernandes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Subsistema de ensino; Homeschooling; Neoliberalismo; Neoconservadorismo; Políticas educacionais
• Palavras-chave em Inglês: Educational subsystem; Neoliberalism; Neoconservatism; Educational policies
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS::EDUCAÇÃO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/5270

This work, registered in the research line Education, Society, and Culture, of the Graduate Program in Education at PUC Goiás, has as its research object homeschooling, investigated as a unique education system that reverberates/reproduces a logic of Brazilian neoconservative and neoliberal education, tensioning public and private rights. What is the educational project of the neoconservative bourgeoisie, and how can this project be understood in light of the tensions between public and private law?. The general objective is to understand the education project of neoconservatives and neoliberals, their social representations, and their symbolic capital, which are expressed in the field of homeschooling. Specifically, it aims to: a) explain the modus operandi and identify the subjects who currently most evidence the project of neoconservatives and neoliberals in Brazil and analyze the reasons why they defend homeschooling; b) unveil the field in which neoconservatives and neoliberals operate in defense of this proposal; c) discuss to what extent this education project constitutes a "subsystem" in the country for the reaffirmation of neoconservative and neoliberal education. The expanded concept of the State by Gramsci (2003) is considered, which includes both political society and civil society, where ideological and cultural disputes for hegemony occur. Data collection procedures were organized in a triangulation composed of the analysis of public hearings held in the District Chamber, Federal Chamber, and Senate from 2020 to 2023, and by Bill 1.338/2022, currently under consideration in the Federal Senate. Data analysis was carried out through Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2006), using ATLAS.ti software for data coding and categorization. The study categories were treated based on data obtained in the research field, arranged in five chapters. The study reveals how this teaching modality reinforces social inequalities, acts as an instrument of ideological control, and threatens the democratic principle of emancipatory education. Chapter I, entitled "HOMESCHOOLING AS AN EDUCATION PROJECT: THE STATE OF THE QUESTION," aimed to address the theme of homeschooling in the educational and legal context, highlighting the criticism of defenders against the state monopoly of education and the defense of freedom of teaching as an extension of individual freedom. Gramsci's vision of an expanded and integral State is presented, interpreting homeschooling as a manifestation of organic crisis. The conceptions of natural law, legal positivism, and critical legal theory are explored, emphasizing the distinction between public and private law and the importance of fundamental rights, especially the right to education. The panorama of homeschooling in various countries is discussed, as well as the attempt to regulate it in Brazil, highlighting the tensions between families' freedom of choice and the State's responsibility to ensure quality education. Chapter II, entitled "CONTRADICTIONS AND IDEOLOGIES: THE ARGUMENTS IN FAVOR OF HOMESCHOOLING," aimed to analyze the arguments in favor of legalizing homeschooling in Brazil. It addressed the legality of homeschooling, education as a public or private right, and education as protection and construction of family virtues. It is organized into subtopics that discuss the defense of decriminalizing homeschooling, families' freedom of choice, and home education as a virtuous practice. Overall, it concludes that the arguments in favor of home education are deeply rooted in conservative and neoconservative ideologies, which can perpetuate social inequalities. Chapter III, entitled "ACTS AND RESISTANCES: THE ARGUMENTS AGAINST HOMESCHOOLING," aimed to analyze the arguments against legalizing homeschooling in Brazil. It addressed the school as a space for socialization, the unconstitutionality of homeschooling, and the project of precarious education. It is organized into subtopics that discuss the importance of school for socialization, the risks of homeschooling to children's physical and sexual integrity, and the defense of public education as a constitutional right. Overall, it concludes that homeschooling can compromise the quality of public education, increase social inequalities, and jeopardize children's rights. The CONCLUSION, entitled "THE EDUCATION SYSTEM: IMBRICATIONS BETWEEN THE LIBERAL MODEL, RELIGION, HOMESCHOOLING, AND THE CREATION OF A NEW EDUCATIONAL SUBSYSTEM." Overall, it concludes that homeschooling, as defended by neoconservatives and neoliberals, represents an attempt to create a parallel educational subsystem that tends to reinforce existing social inequalities by privileging those who have the resources and cultural to offer quality home education while marginalizing those who depend on the public education system.