Abstract
This article discusses some strategies developed today by conservative political movements, in the form of projects such as the “School without a party” and campaigns against the so-called “gender ideology”, which undermine the professional autonomy of teachers and threaten the right to public, free, secular education and universal access. The central hypothesis is that these campaigns have found a school environment quite weakened by the policies of teacher accountability that are based on a unique discourse on the quality of education, in school management based on objectives, guided by the precepts of the private economy. The attempt was to understand this process within a broader political framework that explains the change in conservative orientation in government policies, but which finds relative popular support. Keywords: Conservative policies. Education. Teacher autonomy.
Highlights
This article discusses some strategies developed today by conservative political movements, in the form of projects such as the “School without a party” and campaigns against the so-called “gender ideology”, which undermine the professional autonomy of teachers and threaten the right to public, free, secular education and universal access
A primeira estratégia seria tentar desviar as atenções dos reais problemas educacionais e sociais que o país enfrenta, amortecendo as resistências contra as políticas de austeridade que o governo atual impõe
Altera a Lei no 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, para incluir no currículo oficial da Rede de Ensino a obrigatoriedade da temática “História e Cultura Afro-Brasileira”, e dá outras providências
Summary
Resumo: Este artigo discute algumas estratégias desenvolvidas na atualidade por movimentos políticos conservadores, em forma de projetos como o “Escola sem partido” e campanhas contra a chamada “ideologia de gênero”, que atentam contra a autonomia profissional docente e ameaçam o direito à educação pública, gratuita, laica e de acesso universal. A hipótese central é que essas campanhas têm encontrado um ambiente escolar bastante fragilizado pelas políticas de responsabilização docente que se fundamentam em um discurso único sobre a qualidade da educação, na gestão escolar baseada em objetivos, orientada pelos preceitos da economia privada. A tentativa foi de compreender esse processo dentro de um quadro político mais amplo que explica a mudança de orientação conservadora nas políticas governamentais, mas que encontram relativa sustentação popular.
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