O programa “escola sem partido” em Goiânia: implicações e consequências para a educação pública

• Ano de defesa: 2019
• Autor(a) principal: Camelo, Edgar Antônio Nery Alves
• Orientador(a): Martins, Lucineia Scremin
• Banca de defesa: Martins, Lucineia Scremin, Sousa, Regina Sueli de, Santos, Cleito Pereira dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Sociologia (FCS)
• Departamento: Faculdade de Ciências Sociais - FCS (RG)
• País: Brasil
• Palavras-chave em Português: Escola sem partido; Sociologia da educação; Gênero; Ideologia; Reforma empresarial da educação
• Palavras-chave em Inglês: School with no political party; Gender; Ideology; Business reform of education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10125

This dissertation has as its main aim to analyze the Brazilian Educational Program Escola sem partido – School with no Political Party, in Goiânia, capital of Goiás State, in Brazil, in order to unveil how the individuals involved in both proposing and denying this project, realize the possible implications and/or consequences for Goiás sociability. The methodology prioritized the qualitative approach with the purpose of capturing subjectivities and understanding the implications and consequences of the School with no Political Party Program in Goiânia. The methodological techniques used were questionnaires applied to the educators of the Rede Municipal de Goiânia – Schools maintained by the Goiânia City Hall , as well as semi-structured interviews with representatives of the Movimento Social Direita Goiás – a Right-winged Social Movement, of the Unified Black Movement and with the city councilor who proposed the “School with no Political Party Program” in the Goiânia City Council. We used a conceptual analysis relating the gender category (SAFIOTTI, 2001; 2015) to the current Brazilian conjuncture, with its reforms in public policy; and also discussed the consequences of patriarchalism for gender studies. The work is divided into three chapters. Chapter I presents a descriptive feature of the School with no Political Party (EWNPP) and we deal with its genesis from the contribution of researchers such as Penna (2016; 2017) and Frigotto (2016; 2017). Also, in this chapter we present the contents of the EWNPP project and a map of the Teachers' Collective against the School with no Political Party to illustrate the nationwide extent of the development of this debate. Chapter II presents a conceptual analysis focused on gender studies (SAFIOTTI, 2001; 2015), as well as it intends to reflect on the ideology category (MARX; ENGELS 2007). Chapter III presents the results of the voices of our interviewees, which we analyze from Safiotti's (2001; 2015) considerations on gender, relating them to the current Brazilian political conjuncture, which finds in the School with no Political Party contributions to a possible business reform in Brazilian education (FREITAS, 2018). In the final considerations, it was observed the presence of an enunciative game of narratives that necessarily complicate the understanding, not only of the project itself, but related to the gender category, which confuses and removes any understanding of this concept in the current conjuncture. The EWNPP project used discursive strategies such as syllogism to convince that Brazilian public education has a problem. And, the implications of this project lead to the disqualification of public education and also of human life, which provides the opportunity for reforms in the scope of educational public policies, which is believed to be related to the trend of business education reform.