Militarização da educação no Estado de Goiás: sentidos e finalidades educativas em uma sociedade democrática

Abstract

This work is linked to the Stricto Sensu Postgraduate Program in Education at the Pontifical Catholic University of Goiás, in the research line: Education, Society and Culture. It adheres to the Youth and Education research group, registered with the CNPq. It sought to answer the central question of the research: what meanings were attributed by a group of teachers from a State College of the Military Police of the State of Goiás in relation to the educational principles of the institution and the demands of a democratic society in constant change and contradictions? To this end, the general objective was to understand the meanings attributed by a group of teachers who work or worked in one of the first militarized state schools in the State of Goiás, regarding the educational purposes of the institution and its formative role in the face of the demands of a society democracy in constant innovations and contradictions. And as specific objectives: a) understand the concept of democracy based on philosophical, historical and sociological foundations, highlighting the dialectical relationship between democracy and inequality; b) analyze the historical construction of the militarization of Brazilian society and the militarization of public schools in the State of Goiás, exploring the relationship between militarization and education; c) analyze the perception of teachers in a militarized school about the relationship between school training in a democratic society and the principles of military discipline and hierarchy. This is exploratory qualitative research, using bibliographical research to understand the object of analysis of collected data. Questionnaires and interviews were used, which were analyzed from the perspective of a quantitative-qualitative approach. The dissertation is based on studies by Chaui (2012), Foucault (2013), Germano (2000), Horta (2012) and Rancieri (1996). The results revealed conceptions of social inequality as well as the reproduction of social roles established by the dominant classes, related to the construction and/or maintenance of the man/woman, white/black pattern, whose relationships are based on domination, subordination, superiorities and inferiorities. It was evident, through this research, that teachers are involved in this military culture that is constitutive of coercive and ideological power, legitimizing the hegemonic process of democracy, authority, order and control. It is concluded that the meanings attributed by teachers at the State Military Police College of the State of Goiás investigated reflect a complex interaction between adherence to the institution's militarized educational principles and resistance to these principles in the face of the demands of a democratic society in constant change and contradictions. It was observed that some teachers assimilate the values of hierarchy, control and discipline as central to the training process, but others question these same principles, perceiving them as contrary to the democratic ideals of equality, freedom and social justice. It is believed that this research can contribute to reflection on current challenges in the context of democratization of school education