O PROCESSO DE MILITARIZAÇÃO DE ESCOLAS PÚBLICAS EM GOIÁS: IMPLICAÇÕES NA CONSOLIDAÇÃO DA AUTONOMIA DA ESCOLA

Abstract

This dissertation was developed within the scope of the Graduate Program in Education-Academic Master's at Faculdade de Inhumas (PPGE/FACMAIS), in the line of research Education, Culture, Theories and Pedagogical Processes. The research refers to the militarization of schools in the State of Goiás, whose approach focuses on discussing the growing process of Militarization of Public Schools in the State of Goiás, seeking evidence if such a model with guidelines based on military education can compromise school autonomy and consequently the democratization of education. This study is justified because it addresses a topic of relevance to society, since the role of the school in the process of democratization and the development of students' citizenship through formal education is directly related to the development of the individual as a citizen. In this context, the problem of this study is manifested in the following research question: the process of militarization of public schools in Goiás can compromise the construction of school autonomy considering that the public school, according to the legislation, must guarantee to all a free education, secular democratic and autonomous? In the investigation process, this research highlights as a general objective, to analyze and explain the processes of militarization of schools, their historical, social, cultural, political and legal landmarks that guide and define the policies for Brazilian education and thus analyze within the expansion from the military schools in Goiás, the conceptions of democratization of teaching and of relationships for the construction of an autonomous and democratic knowledge within the scope of a militarized school. The specific objectives are: to identify the historical, social, cultural, political and legal landmarks of the constitution of a militarized school in Brazil and in the state of Goiás; to analyze the conceptions of democratization of teaching and the processes of construction of school autonomy; and, discuss the expansion policies of military schools in Brazil and in the state of Goiás in the context of the changes that have taken place in the educational environment as a result of militarization and what are the impacts of this process on the effectiveness of a democratic and autonomous school. Regarding the methodological processes, this study is based on a research with a qualitative approach, as well as a bibliographic review and analysis of referenced data from the perspective of historical-dialectical materialism, published in books, articles and academic websites and digital libraries. When analyzing the selected sources, it was observed that according to Chauí (2000), Cruz (2017), Libâneo (2014), Lima (2018), Santos (2019), Santos (2020), Saviani (2011) and Silva (2019) ), that militarization presents itself as a possible threat and weakening of democratic teaching proposed by public schools. Still, it is observed that the statute of the military school is directly related to the imposition of rules and ideals, which ends up diverging from the precepts of democracy and inclusion defended by Brazilian education.