Ideologia E Filiações De Sentido No Escola Sem Partido

Abstract

Resumo O Projeto de Lei nº 193 Escola Sem Partido, proposto no Senado em 2016, visa a defender leis contra o abuso da liberdade de ensinar, chamando de doutrinação ideológica ao que os professores estariam fazendo em sala de aula. Diante do embate sobre o Projeto e demais que vêm sendo propostos nas casas legislativas do país, chama a atenção o modo como ideologia é tratada no texto da lei, em contraponto ao que se entende por neutralidade científica e política. Considerando, portanto, que a proposta não estaria dissociada da práxis social, este estudo objetiva analisar, pelos pressupostos teóricos da Análise do Discurso de linha pecheutiana, como o Projeto nº 193 se articula à conjuntura atual e como estabelece filiações de sentido a discussões sobre ideologia de outros momentos da história.

To Freire or not to Freire: Educational freedom and the populist right‐wing ‘Escola sem Partido’ movement in Brazil

“…The ESP programme fit well with a movement that had a clear conservative agenda, based on traditional values that included the return to an old‐fashioned education, where topics such as gender, democracy or critical thinking had no place (Daltoé & Ferreira, 2019; Salles, 2017). Since then, the ESP has increased its membership and its ramifications within civil society and among politicians, with several parliamentary candidates using ESP ideologies, slogans or simply its name in their quest for election at all levels (Moura, 2016; Daltoé & Ferreira, 2019). The ESP also used the street demonstrations to make its hostility towards Paulo Freire clear (Ramos & Santoro, 2017).…”

“…It was only with the massive street protests from 2015 onwards, promoted by political right-wing forces that wanted to topple Dilma Roussef from the presidency, that Nagib and the ESP agenda gained national notoriety. The ESP programme fit well with a movement that had a clear conservative agenda, based on traditional values that included the return to an oldfashioned education, where topics such as gender, democracy or critical thinking had no place (Dalto e & Ferreira, 2019;Salles, 2017). Since then, the ESP has increased its membership and its ramifications within civil society and among politicians, with several parliamentary candidates using ESP ideologies, slogans or simply its name in their quest for election at all levels (Moura, 2016;Dalto e & Ferreira, 2019).…”

“…Since 2015, academics across Brazil have produced research studies and essays to analyse and disrupt the ESP arguments and ideologies (Miguel, 2016; Penna, 2016, 2018a,b; Capaverde et al ., 2019; Daltoé et al ., 2019). In addition to denouncing what they call the authoritarian ESP ideologies and its project to undermine public democratic education and teachers’ work, researchers have more recently engaged in producing studies that promote pedagogical strategies to further public democratic education (da Silva & Batista, 2018; Penna & Ferreira, 2018).…”

“Ideologia de gênero” na produção acadêmica brasileira recente

“…Os artigos mais representativos da Classe 4 são Balieiro (2018), Daltoe e Ferreira (2019), Machado (2018), Maia e Machado (2019), Sepúlveda e Sepúlveda (2016) e . Já para a Classe 5, os artigos mais representativos são Rios e Resadori (2018) e Rosado-Nunes (2015).…”