O REGIME PUNITIVO DO EDUCAR: UM OLHAR SOBRE A EDUCAÇÃO PÚBLICA NO ESTADO DE GOIÁS

Abstract

In this thesis, product of a Master’s in Education, we seek to gather elements for a reflection about the public education offered by the state of Goiás to its population. We also seek to theoretically join the elements which the social processes dissociate and separate, in other words, the public teaching to all the people, without distinction. We suggest that, through various manners – such as the militarization of public schools, the shared management with Social Organizations (SOs) and the repression made over the movements of contestation to the governance politics towards the formal public education – people are submitted and made docile, instead of being formed to have autonomy and/or be emancipated. Such is the conductive wire of the discussion of the first chapter, in which the term correctional education doesn’t appear. The term comes up only from the second chapter on and we demonstrate its essential separation from that education which is understood as public. As we immerse in the punitive system, also called correctional education, we seek by many ways to approach the marginalization of the poorest classes. Related to that, we give special attention to the category “young people in conflict with law”, and try to deconstruct it. Such social marginalization is associated to the authoritarian government forms, which are accepted and applauded by a part of the society. The marginalization is made through the support for the militarization of public schools and the support for measures of punishment and of recrudescence of the law which rules over the so called educational system – such as the reduction of the criminal responsibility. The support is composed by vestiges of a fascism which remains in the very basis of Occidental societies. The vestiges are also perceived in the almost complete lack of social commotion related to what happens with the poorest young people. They lack almost everything, even the liberty to come and go. This is the subject of the last chapter of the thesis. After all, to defend the interests of the young people and/or protect their lives, there is no sign of social movement, not even one resembling those presented in the first chapter made in defense of the public education. The young people and teenagers are exposed to death risks, in institutions which are legally obligated to protect them and offer them the same public education supposedly offered indistinctly to all the people. The young people are forgotten by the Public Power and by a big part of the society. It is exactly such an abandonment what exposes them to several risks and contributes to the arrangement of the fascist vestiges to which this thesis alludes. Although there is no direct murder, the division defines who must live and who can die. In this work, we reflect over this statement and over how the public education in Goiás is contributing or not to the strengthening of the referred factors.