A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido
Ano de defesa: | 2019 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Educação Programa de Pós-Graduação em Educação UFPB |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/19430 |
Resumo: | In 2004, the self-styled Movement Without a Party (MWP) started a real crusade against what its idealizers called ideological indoctrination, of a political-partisan character, by teachers of the various stages and modalities of Brazilian education. Several studies have pointed to the fallacies of the arguments presented by the MESP, situating it as part of a strategy of dissemination of the conservative agenda, in the emergence of what came to be called New Right. This dissertation advances in the debate by seeking to understand, in a pioneering approach, the perception of the teachers of a municipal teaching network about MESP. The quantitative-qualitative research started from the hypothesis that teachers perceive, in their daily lives, that there is no doctrinal education. In order to justify this study we went to the roots of the movements of the Nazifascistas of the twentieth century until the reconfiguration of the New Right, from the studies of Arendt, Hobsbawm and Apple. For the understanding of concepts like State, Democracy and Power, we rely on Bonavides, Azambuja, Bobbio and Gramsci. We also use extensive bibliographical and documentary material to analyze the proliferation of the No-Party School Bill and the follow-up of proposals in the National Congress and in the states. It was also used the database of the Superior Electoral Court to build the profile of the legislators responsible for presenting the PLs. Finally, in order to understand the teachers' perception of an alleged existence of indoctrination in schools and about the possible implications of the law in Education, we used questionnaires from the Likert scale, which were tabulated and analyzed in the Excel platform for descriptive analysis and qualitative, and by the SPSS program for quantitative analysis. As results, it was verified that the teachers of the municipal network of João Pessoa have the perception that there is no party-political indoctrination in schools in the daily life of their schools and they defend the autonomy of teachers. However, there is a portion of the teaching staff that supports this project. It was also seen that this adherence has a strong correlation with the belief, especially of evangelical teachers. |
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A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem PartidoEducaçãoEscola sem partidoPercepção docenteEducationNo-Party SchoolTeacher’s PerceptionCNPQ::CIENCIAS HUMANAS::EDUCACAOIn 2004, the self-styled Movement Without a Party (MWP) started a real crusade against what its idealizers called ideological indoctrination, of a political-partisan character, by teachers of the various stages and modalities of Brazilian education. Several studies have pointed to the fallacies of the arguments presented by the MESP, situating it as part of a strategy of dissemination of the conservative agenda, in the emergence of what came to be called New Right. This dissertation advances in the debate by seeking to understand, in a pioneering approach, the perception of the teachers of a municipal teaching network about MESP. The quantitative-qualitative research started from the hypothesis that teachers perceive, in their daily lives, that there is no doctrinal education. In order to justify this study we went to the roots of the movements of the Nazifascistas of the twentieth century until the reconfiguration of the New Right, from the studies of Arendt, Hobsbawm and Apple. For the understanding of concepts like State, Democracy and Power, we rely on Bonavides, Azambuja, Bobbio and Gramsci. We also use extensive bibliographical and documentary material to analyze the proliferation of the No-Party School Bill and the follow-up of proposals in the National Congress and in the states. It was also used the database of the Superior Electoral Court to build the profile of the legislators responsible for presenting the PLs. Finally, in order to understand the teachers' perception of an alleged existence of indoctrination in schools and about the possible implications of the law in Education, we used questionnaires from the Likert scale, which were tabulated and analyzed in the Excel platform for descriptive analysis and qualitative, and by the SPSS program for quantitative analysis. As results, it was verified that the teachers of the municipal network of João Pessoa have the perception that there is no party-political indoctrination in schools in the daily life of their schools and they defend the autonomy of teachers. However, there is a portion of the teaching staff that supports this project. It was also seen that this adherence has a strong correlation with the belief, especially of evangelical teachers.NenhumaO autointitulado Movimento Escola Sem Partido (MESP) iniciou, em 2004, uma verdadeira cruzada contra o que seus idealizadores denominaram de doutrinação ideológica, de caráter político-partidário, por parte de professores/as das diversas etapas e modalidades da educação brasileira. Diversos estudos têm apontado para as falácias das argumentações apresentadas pelo MESP, situando-o como parte de uma estratégia de disseminação da pauta conservadora, na emergência do que veio se denominar de Nova Direita. Esta dissertação avança no debate ao buscar compreender, em uma abordagem pioneira, a percepção dos e das docentes de uma rede municipal de ensino acerca do MESP. A pesquisa, de cunho quanti-qualitativo, partiu da hipótese de que os docentes percebem, no seu cotidiano, que não existe uma educação doutrinadora. Para fundamentação deste estudo fomos às raízes dos movimentos Nazifascistas do século XX até a reconfiguração da Nova Direita, a partir dos estudos de Arendt, Hobsbawm e Apple. Para a compreensão de conceitos como de Estado, Democracia e Poder apoiamo-nos em Bonavides, Azambuja, Bobbio e Gramsci. Também utilizamos vasto material bibliográfico e documental com vistas a analisar a proliferação do Projeto de Lei Escola Sem Partido e o acompanhamento das proposições no Congresso Nacional e nos estados. Foi utilizado, ainda, o banco de dados do Tribunal Superior Eleitoral para a construção do perfil dos legisladores responsáveis por apresentar os PLs. Por fim, para apreender a percepção dos professores sobre uma suposta existência de doutrinação nas escolas e acerca das possíveis implicações da lei na Educação, utilizamos questionários, a partir da escala de Likert, os quais foram tabulados e analisados na plataforma Excel, para análise descritiva e qualitativa, e pelo programa SPSS para análise quantitativa. Como resultados, constatou-se que os professores da rede municipal de João Pessoa têm a percepção de que não há doutrinação político-partidária nas escolas no cotidiano de suas escolas e defendem a autonomia docente. Contudo, existe uma parcela do magistério que apoia o referido projeto. Viu-se, ainda, que essa adesão tem forte correlação com a crença, sobretudo de docentes evangélicos.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBSousa Junior, Luiz dehttp://lattes.cnpq.br/6392470842830378Soares, Francisco Alex Pereira2021-02-17T00:25:04Z2019-09-062021-02-17T00:25:04Z2019-02-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/19430porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2021-08-12T13:51:23Zoai:repositorio.ufpb.br:123456789/19430Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2021-08-12T13:51:23Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido |
title |
A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido |
spellingShingle |
A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido Soares, Francisco Alex Pereira Educação Escola sem partido Percepção docente Education No-Party School Teacher’s Perception CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido |
title_full |
A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido |
title_fullStr |
A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido |
title_full_unstemmed |
A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido |
title_sort |
A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido |
author |
Soares, Francisco Alex Pereira |
author_facet |
Soares, Francisco Alex Pereira |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sousa Junior, Luiz de http://lattes.cnpq.br/6392470842830378 |
dc.contributor.author.fl_str_mv |
Soares, Francisco Alex Pereira |
dc.subject.por.fl_str_mv |
Educação Escola sem partido Percepção docente Education No-Party School Teacher’s Perception CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação Escola sem partido Percepção docente Education No-Party School Teacher’s Perception CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
In 2004, the self-styled Movement Without a Party (MWP) started a real crusade against what its idealizers called ideological indoctrination, of a political-partisan character, by teachers of the various stages and modalities of Brazilian education. Several studies have pointed to the fallacies of the arguments presented by the MESP, situating it as part of a strategy of dissemination of the conservative agenda, in the emergence of what came to be called New Right. This dissertation advances in the debate by seeking to understand, in a pioneering approach, the perception of the teachers of a municipal teaching network about MESP. The quantitative-qualitative research started from the hypothesis that teachers perceive, in their daily lives, that there is no doctrinal education. In order to justify this study we went to the roots of the movements of the Nazifascistas of the twentieth century until the reconfiguration of the New Right, from the studies of Arendt, Hobsbawm and Apple. For the understanding of concepts like State, Democracy and Power, we rely on Bonavides, Azambuja, Bobbio and Gramsci. We also use extensive bibliographical and documentary material to analyze the proliferation of the No-Party School Bill and the follow-up of proposals in the National Congress and in the states. It was also used the database of the Superior Electoral Court to build the profile of the legislators responsible for presenting the PLs. Finally, in order to understand the teachers' perception of an alleged existence of indoctrination in schools and about the possible implications of the law in Education, we used questionnaires from the Likert scale, which were tabulated and analyzed in the Excel platform for descriptive analysis and qualitative, and by the SPSS program for quantitative analysis. As results, it was verified that the teachers of the municipal network of João Pessoa have the perception that there is no party-political indoctrination in schools in the daily life of their schools and they defend the autonomy of teachers. However, there is a portion of the teaching staff that supports this project. It was also seen that this adherence has a strong correlation with the belief, especially of evangelical teachers. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-06 2019-02-26 2021-02-17T00:25:04Z 2021-02-17T00:25:04Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/19430 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/19430 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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