Escolas do legislativo municipais como lócus de ações de educação para a democracia voltadas ao letramento político: a visão de dirigentes e cidadãos friburguenses politicamente participativos

• Ano de defesa: 2019
• Autor(a) principal: Lemos, Marcelo Verly de
• Orientador(a): Gama, Zacarias Jaegger
• Banca de defesa: Frigotto, Gaudêncio , Feres Júnior, João , Nicolau, Jairo Marconi , Cosson, Rildo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Formação Humana
• Departamento: Centro de Educação e Humanidades
• País: BR
• Palavras-chave em Português: Letramento político; Educação para democracia; Parlamento; Escolas do legislativo; Educação; Políticas Públicas; Democracia
• Palavras-chave em Inglês: Political Literacy; Education for democracy; Parliament; Legislative Schools
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::COMPORTAMENTO POLITICO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/14722

The purpose of this thesis is to analyze the role played by schools of the legislature linked to various city councils in the country regarding education for democracy and political literacy in order to combat the alienation and political apathy verified with the majority of the Brazilian population, as well as to identify the perception of politically engaged citizens in my municipality (Nova Friburgo) on the potential role to be played by the Legislative School linked to the local City Council in strengthening citizenship, democracy and popular participation in public actions and decisions. For this purpose, we consider for the purpose of the present work education for democracy and political literacy as sets of actions that aim to instrumentalize the citizen with knowledge and practices that allow him to broaden his civic and political consciousness, to improve his engagement both in mechanisms of formal democracy (voting, parties, elections) and in other instances that demand greater participation of society (residents' associations, unions, student associations, academic directories), as well as re-signifying the role of the Legislative. The mere transmission of content on philosophy, history and political science does not present itself as sufficient for such instrumentalization, and it is necessary to adopt more participative methodologies that allow the development of experiences and perceptions that solidify in the participants' imaginary and from there, become permanent practices in their daily living. Based on the responses offered by about 30 respondents, half of which were directors of municipal legislative schools located in several Brazilian states and half composed of politically participative citizens from Nova Friburgo, and using the methodology of content analysis, it was possible to verify the existence, validity and effectiveness of ongoing initiatives and their positive impact on the participants in the promoted activities. But its low capillarity (only 2% of the Brazilian municipal chambers currently have schools of the legislature), reaching a small fraction of Brazilian society, presents itself as a limiting factor to its educational potential, which can be reversed if a public policy is established stimulating and or inducing the spread of the same by the country