AS CONCEPÇÕES DE FINALIDADES EDUCATIVAS ESCOLARES QUE FUNDAMENTAM O PROJETO POLÍTICO PEDAGÓGICO E DISCIPLINAR NO COLÉGIO DA POLÍCIA MILITAR

Abstract

This dissertation entitled - The conceptions of school educational purposes that underlie the pedagogical and disciplinary political project in the military police college, aimed to understand the historical, ideological and political processo of the constitution of military schools in Brazil, analyzing the conceptions of school educational purposes and how these impact in construction of the Pedagogical and Disciplinary Project of the Military Police College in state of Goiás. This research had as methodological reference dialectical historical materialism in the analysis of the object, historical constitution and in the apprehension of the social, political and ideological determinations that constitutes it, with analysis of report collected in qualitative approach. The research is bibliographical and documentar and it presented the analysis the official regiment of the Military Police Teaching Command, the Political Pedagogical Project of a Military College in the interior of the state of Goiás and educational projects developed by to the school throughout 2019. Theoretical foundation, authors who corroborate the critical perspective chosen for this research were used: Saviani (1999); Gramsci (1999; 2001); Chaui (2008); Lenoir (2013); Libâneo (2014); Frigotto (1993) among others. During the research, it was observed that in the field of disputes over the role of the school, different groups found political suport, demanding an educational politics in accordance with their interests. As of analysis of the documents, checked if concept of traditional pedagogy, which is strongly linked to conservatism in the form of controlling the conduct of students, it is the more present in the Internal Regiment of the Military College. Regarding to the Pedagogical Political Project, it was observed that it increases the neoliberal perspective expressed in competences instrumental type, with emphasis on standardized tests and in the formation of attitudes and values ​​to contain social conflicts. Thus, such educational purposes, once incorporated into educational politics, different disputes about the function of the school, materialized in coercive and punitive practices that were and continue to being, and it is justified in the name of capital productivity and national security.