O Programa Nacional das Escolas Cívico-Militares (PECIM): que educação é essa?

• Ano de defesa: 2025
• Autor(a) principal: Brasil, Alex Cruz
• Orientador(a): Wathier, Valdoir Pedro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Escolas cívico-militares; Programa Nacional das Escolas Cívico-Militares - Pecim; Ensino militarizado
• Palavras-chave em Inglês: Civic-military schools; Military education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3817

This study examines the educational model of civic-military public schools established in recent years in Brazil, with particular focus on the Federal District: the National Program of Civic Military Schools (Pecim), implemented between 2019 and 2023. To this end, it analyzes the following documents: Decree No. 9,665 of January 2, 2019; Decree No. 10,004 of September 5, 2019; the Guidelines for Civic-Military Schools (2021); and the Disciplinary Regulations of the Civic-Military Schools of the Federal District (2019). The research also draws on official data produced by public education agencies regarding four schools participating in Pecim in the Federal District, including Performance Rates, the Basic Education Development Index (Ideb), and the Basic Education Assessment System (Saeb). The conceptual framework is grounded in the theory of complexity developed by Morin (2005a, 2005b, 2011, 2015, 2022a, 2022b); Juremir Silva (2023); Petraglia (2011); Moraes and Valente (2008); Bauman (2013, 2016, 2021); Guimarães (2020); Silva (2023); as well as Pena-Vega, Almeida, and Petraglia (2003), and Pena-Vega, Almeida, and Nascimento (1999). The objectives of the study include examining the socio-historical dynamics of the relationship between education and the military; discussing the educational model adopted by Pecim, including both supporting and critical perspectives; analyzing the legislation governing the implementation of the program and its potential legal tensions with existing Brazilian educational policy; developing a theoretical framework based on complexity theory; analyzing the Civic-Military Schools Manual and the Disciplinary Regulations through the lens of Foucauldian concepts related to educational paradigms and disciplinary regimes; and producing a State-of-the-Art review of the topic through research conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD). This is an applied, qualitative, and exploratory study based on document analysis and on official secondary data from SEEDF and national education agencies (Inep and MEC). The findings highlight an autocratic-disciplinary and centralized educational model that requires extensive personnel and financial resources, yet yields outcomes comparable to those of regular public schools.