As latentes fissuras da tríade democracia-ciência-educação pública: os desdobramentos em curso do movimento Escola "Sem" Partido

Abstract

The research paper investigates the scope of the movement called Nonpartisan School, considered by its defenders as an 'inhibitor' of the ideological indoctrination practiced by teachers, in an autocratic sense of control of contents, methods and teaching actions, based on the conception of a formation that is domesticating and ideologically constructed, in a verticalizing sense. Some of the questions posed refer to what relationships exist between the discourses/practices of the main Characters of Bolsonaro government and the theoretical assumptions that guide the movement, as well as how such relationships may interfere in the teaching of sciences. In order to answer the question, such relationships are investigated and the statements of the Characters that make up the Bolsonarist spectrum in the Ministries of Education; Foreign Relations; Women, Family and Human Rights; and the Special Secretariat of Culture are analyzed, so as to understand the directions regarding public education. Documents that formalized the movement are taken into consideration, with the aims to understand its alignment with the Characters’ actions and identify the interferences that science teaching can suffer from the alignment of ideas and referrals among the representatives who work in the bias of their developments. The research, of a basic nature, is characterized by a qualitative approach, with the use of descriptive, documentary and bibliographic techniques. The Content Analysis method is used for the definition of Categories, based on the Freirean thinking: Category 1: Culture of silence; Category 2: Fatalistic ideological narrative; and Category 3: Hegemonic banking education. Simultaneously, in the second part of this text, the deductive method is applied in the construction of a form, directed to teachers of Basic Education, Elementary School II, about the speeches and practices of the Characters, along with the theoretical contribution for data analysis and discussion. The discussions refer to attempts to overlap the educational system with the bias of neutrality and the post-truth that prevails over the act of thinking, thus strengthening the formation of passive students, forcing them to deny their own conditions as subjects, to the detriment of a broad, critical and historical formation. The movement is still present in its developments, which foster alterity in the educational model that integrates the project of an old pretension from party groups, that is, an a-historical, apolitical and, therefore, non-emancipatory education.