O Escola Sem Partido e o direito à qualidade da educação
Data
2018-12-19
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente trabalho buscar compreender a ideologia que orienta o Movimento Escola
Sem Partido (MESP), por meio da análise de sua proposta que tem sido apresentada em forma de
projetos de lei, que se autodenominam “Escola Sem Partido”. O MESP tem início em 2004 e
afirma defender a neutralidade do ensino ofertado pela escola, e tem como centro neste debate o
papel do professor como aquele responsável por não direcionar a opinião dos estudantes. Por trás
do discurso de neutralidade e isenção proclamado pelo projeto de lei ESP existe uma política de
cercear o debate por direito a qualidade na educação, tendo em vista a pluralidade cultural dos
alunos. É através da pluralidade de ideias na escola que se permite a construção da cidadania nos
alunos, com respeito as diferenças de cada indivíduo.
A pesquisa analisou a origem e a atuação do MESP como moralmente conservadora, com
influência de partidos e organizações de frente religiosa e grupos do capital privado na educação.
Para tanto, coube compreender o papel e os grupos sociais que compõem o movimento. Para isto,
as questões que orientaram este objeto de estudo foram: O que é o ESP e qual a sua ideologia?
Qual a concepção de educação para o ESP? E por fim, analisar as relações entre as propostas do
ESP e as políticas educacionais em um contexto jurídico, teórico e crítico dos direitos da educação.
A partir destas questões pode-se compreender o papel e a ideologia que o movimento apresenta
nos projetos e suas consequências negativas, especialmente no que tange ao direito à qualidade
da educação, considerada na chave do acesso, permanência e aprendizagem.
A luta por gestão democrática na educação passa pela pluralidade de visões e argumentos
que permitem aos alunos o acesso aos diferentes temas e ideias, a permanência estudantil
assegurada e a aprendizagem dos conhecimentos são fundamentais para a implementação do
direito à qualidade na educação.
The present work seeks to understand the ideology that guides the School Without Party Movement (SWPM), through the analysis of its proposals that have been presented in the form of law projects, which call themselves "School Without Party". The SWPM began in 2004 and claims to defend the neutrality of the teaching offered by the school, and focuses in this debate on the role of the teacher as the one responsible for not directing student opinion. Behind the neutrality and exemption speech proclaimed by the SWP there is a policy of curtailing the debate by right to quality in education, in view of the cultural plurality of students. It is through the plurality of ideas in the school that the construction of citizenship for the students is allowed, with respect to the differences of each individual. The research analyzed the origin and performance of the SWP movement as a morally conservative one, influenced by religious parties and organizations and private capital groups in education. In order to do so, it was necessary to understand the role and social groups that make up the movement. For this, the questions that guided this study were: What is SWP? What is the education concept for SWP? Finally, this work analyze the relationship between SWP proposals and educational policies in a legal, theoretical and critical context of the rights of education. From these questions, we can understand the role and ideology that the movement presents in the projects and its negative consequences, especially with regard to right of quality education, considered in the key of access, permanence and learning. The struggle for democratic management in education involves the plurality of visions and arguments that allow students access to different themes and ideas, guaranteed student permanence and the learning of knowledge are fundamental for the implementation of the right to quality in education.
The present work seeks to understand the ideology that guides the School Without Party Movement (SWPM), through the analysis of its proposals that have been presented in the form of law projects, which call themselves "School Without Party". The SWPM began in 2004 and claims to defend the neutrality of the teaching offered by the school, and focuses in this debate on the role of the teacher as the one responsible for not directing student opinion. Behind the neutrality and exemption speech proclaimed by the SWP there is a policy of curtailing the debate by right to quality in education, in view of the cultural plurality of students. It is through the plurality of ideas in the school that the construction of citizenship for the students is allowed, with respect to the differences of each individual. The research analyzed the origin and performance of the SWP movement as a morally conservative one, influenced by religious parties and organizations and private capital groups in education. In order to do so, it was necessary to understand the role and social groups that make up the movement. For this, the questions that guided this study were: What is SWP? What is the education concept for SWP? Finally, this work analyze the relationship between SWP proposals and educational policies in a legal, theoretical and critical context of the rights of education. From these questions, we can understand the role and ideology that the movement presents in the projects and its negative consequences, especially with regard to right of quality education, considered in the key of access, permanence and learning. The struggle for democratic management in education involves the plurality of visions and arguments that allow students access to different themes and ideas, guaranteed student permanence and the learning of knowledge are fundamental for the implementation of the right to quality in education.