O ENSINO POLICIAL E A FORMAÇÃO DE OFICIAIS NA ACADEMIA DE POLÍCIA MILITAR DO ESTADO DE GOIÁS

Abstract

This dissertation is a study of the formation course taken by police officers at the Goiás Military Police Academy. It aims at suggesting changes in the military police 20 curriculum, in particular in the military language of the curriculum and pedagogical practice of the instructors – and in the pedagogical terminology of the teachers. So it is hoped to find ways to develop a proposal for a more humane and better-qualified police force, in response to the demands of today’s world. The academic and scientific importance of this study, in accompanying the curricular and pedagogical changes in military police formation, aimed at forming professionals with the profile of officers who can more humanely guarantee the safety of the population, without using the physical and symbolic repression of the Ideological State Apparatus, shows its relevance. This study is theoretically based on research covering the organization of the State and its re-adaptation from the point of view of Faoro (2001), with criticism of the adoption of Minimal State Involvement. The ideological apparatus of the state is examined according to the theories of Althusser (1970), the history of the military institution and its teaching according to Lara (1986), Skidmore (1988), Ludwig (1998), Germano (2000) and Gaspari (2002). The historical review and evaluation of police and police education at the Academy was carried out by means of analysis of documents and of the curricular proposals of Academies from other States, as well as from Goiás. Emphasis was given to the curricula of this course, throughout its history, from the foundation of the Academy in 1940 up to the present day. In addition, the theoretical basis covers the history of curriculum presented by Luzuriaga (1946), Brzezinski (1987), Silva (1989), Pacheco (1996), Doll (1997), Moreira (1999), Roldão (1999), Libâneo (2000) and Silva (2001), among others. The research uses qualitative methodology in the form of a case study. The field work was carried out through observation and interviews, with pre-structured questions. A random selection of informants was made of former commandants/former directors of the Academy, former instructors and teachers, present instructors and teachers, officers formed by the Academy in the 1992-2001 period and present students attending the police officer formation course for the last two years. From the data obtained, the theoretical basis and the records of observation and the interviews carried out, it can be concluded that the curriculum practice and the teaching/learning process undertaken today at the Goiás Miliary Academy, unlike that used during the military regime, is centered on the student and his/her experience. Another relevant conclusion was confirmation of the military character of the institution, that is, the Goiás Military Police give more emphasis to disciplinary issues, particularly in what concerns the hierarchy and organization of the academic sphere. It was also seen that the present curriculum of the Goiás Military Police Academy reflects sociopolitical changes in the profile of the subjects it offers, thereby assuming a more civil than military character. The research also allows one to conclude that the Academy, in its formation of police officers, has not adopted one single pedagogical theory. Rather, it uses a combination of Comte and Herbart’s positivist theory and of Dewey’s progressivism.