Colégios estaduais da Polícia Militar de Goiás - CEPMG: um estudo com foco no discurso da qualidade de ensino e seus dispositivos de verdade

Abstract

This thesis is inserted in the CNPq Research Directory - PROPE-PUC / Goiás Education, History, Memory and Cultures in Different Social Spaces and in the Line of Research Education, Society and Culture. In it we aim to investigate the theme Military and School Education in Brazil - with an investigative view in the experiences of the State Colleges of the Military Police of Goiás - CEPMG, focusing on its discourse of the quality of teaching by unvelering their devices of truth represented in the discursivities of parents who chose to enroll their children in one of the school units of Goiás that have public management delegated by government agreement between the Secretariat of State of Education - SEDUC/GO and the Secretariat of Public Security of Goiás - SSP/GO. This institutional configuration is marked by histories and memories dating back to the initiative of the Governor of the State of Goiás, Irapuã Costa Júnior, when he sanctioned Law No. 8,125 of the year 1976, which deals with the Basic Organization of the Military Police of Goiás. The qualitative, theoretical-empirical research, guided by the historical-dialectical perspective, investigates the goian experience, currently consisting of 62 School Units located in different municipalities, recognized as a status of "teaching quality". From the analysis of the discourse of the quality of teaching legitimized by the narratives of the Parents of enrolled students, the thesis investigates which are the devices of truth that legitimize and sustain the growing longing of Goian families to participate in the annual selection process (draw) of vacancies. Theoretically. the contributions of Michel Foucault, Pierre Bourdieu, Maurice Halbwach, José Silvério Baia Horta, among others, were used, in order to understand this experience of school management of institutions that teach elementary and high school. As a starting point, we chose to rescue the history and memory of the military's presence in Brazilian School Education. Next, the constitutive traits of the history of Goiás were sought, highlighting how this presence has a marked beginning and, as the military's actions were consolidated in the process of dispute in the educational field. It is timely that this line of research focused on the discourse of teaching quality and its devices of truth, among others, as an example, the militarization of public schools is beginning to be the object of studies by other researchers as revealed by the state of knowledge of the theme. Listening to the reasons for the option of the 186 Parents for the education offered by CEPMG, revealed that the highest indexes praised the DISCIPLINE, QUALITY OF TEACHING, RESPECT, SAFETY, TEACHERS, ORGANIZATION, COMMITMENT, RESPONSIBILITY. Thus, the discourse constructed about the teaching quality of CEPMG, in this investigation, is legitimized by these devices of truth