Escola sem Partido - elementos totalitários em uma democracia moderna: uma reflexão a partir de Arendt

Guilherme, Alexandre Anselmo; Picoli, Bruno Antônio

doi:10.1590/s1413-24782018230042

Cited by 17 publications

(10 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers, teachers’ unions, parents, students, politicians and academics across Brazil have been resisting ESP moves and methods (Guilherme & Picoli, 2018; Macedo, 2018). From online platforms such as ‘Teachers against the ESP’ or ‘Parents for Democracy’ to parliamentary battles and street protests, Brazilian educational communities have tried to fight against the ESP ideology of ‘politically neutral’ schooling.…”

Section: Introductionmentioning

confidence: 99%

To Freire or not to Freire: Educational freedom and the populist right‐wing ‘Escola sem Partido’ movement in Brazil

Knijnik

2020

British Educational Res J

View full text Add to dashboard Cite

This article addresses key topics of academic freedom and critical pedagogy during a time of rightwing populist politics. The rise of the far-right politician Jair Bolsonaro to Brazil's presidency in 2019 was accompanied by a vow to eradicate any vestige of the ideas of Brazilian educator Paulo Freire from the country's schools. Bolsonaro's campaign was supported by ultra-conservative groups that have as their core mission a traditional Christian and anti-Communist educational agenda. At the forefront of these groups is the influential and conspicuous 'Escola sem Partido' (ESP) movement that has forcefully campaigned against Freire's critical pedagogy across the country and promoted physical and online abuse of teachers since 2014. This article asks how Freire's philosophies can be an ally in the struggle for democratic education in the current political climate in Brazil. It employs a method of dialogical narrative to bring Freire's theories and critical methodology to life and test their potency against the ESP educational philosophies. It initially employs Freire's core ideas to examine the ESP policies and parliamentary bills. In the second part, it analyses documents and online content produced by civil society resistance to ESP pressures. The findings show the vitality of Freire's pedagogical philosophy to empower oppressed communities in their demands for quality education. The narrative concludes by demonstrating the vital role of the critical consciousness process and of Freire's pedagogy of freedom to support ongoing struggles by teachers and communities to block ESP attempts to abolish critical thinking in Brazilian public education.

show abstract

Section: Introductionmentioning

confidence: 99%

To Freire or not to Freire: Educational freedom and the populist right‐wing ‘Escola sem Partido’ movement in Brazil

Knijnik

2020

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…Ao mesmo tempo, não pode impedir que o indivíduo pense como racista, xenófobo, homofóbico, sexista etc. É sob essa característica flexível e abrangente que a educação lançou seus fundamentos enquanto representante, operária e provedora de processos democráticos nos últimos trinta anos (GUILHERME;PICOLI, 2018).…”

Section: Introductionunclassified

A visão de professores sobre o projeto escola sem partido: conceitos, tensões e práticas

Vasconcelos¹,

Araujo²,

Leal³

2020

Rev. FAEEBA - Educ. e Contemp.

View full text Add to dashboard Cite

Este artigo apresenta resultados de uma pesquisa cujo objetivo foi investigar a percepção de professores de escolas das redes públicas e privadas de Salvador (BA), acerca do Projeto Escola sem Partido, bem como as possíveis implicações deste projeto para os movimentos de participação social e de liberdade de expressão do processo democrático brasileiro. Nesta perspectiva, a abordagem investigativa adotada foi o estudo de caso, com o objetivo de entender a questão relativa à percepção do referido projeto e de suas implicações para o cotidiano escolar. Para a coleta de dados e validação da pesquisa utilizou-se de fontes múltiplas de evidências, revisão de literatura, análise documental e aplicação de questionários. Com base na análise de dados, inferimos que a maioria dos professores percebe o projeto como uma ameaça ao processo democrático, já que limita o diálogo, cerceia a liberdade de expressão e lança dúvidas sobre o direito à diversidade. Palavras-chave: Educação. Projeto Escola sem Partido. Percepção. Cotidiano escolar.

show abstract

“…A prime example of this is Brazil, where there is an attempt to implement new policies curbing neutral discussions about gender, social and political issues in classrooms, which have a direct impact on teachers, since they might be denounced by students and parents, and prosecuted if they are perceived to do so (cf. Guilherme and Picoli 2018); the newly elected government has also signalled that it is against student quotas at universities for minorities and vulnerable individuals, which can be perceived as an attempt to disassemble social policies that facilitate social mobility in the country (cf. Santos et al 2013).…”

Section: Introductionmentioning

confidence: 99%

3. Student Complaints: Performative or Passionate Utterances?

Fulford¹,

Skea²

2019

Philosophy and Theory in Higher Education

View full text Add to dashboard Cite

In a well-documented case from late 2016, Oxford University graduate, Faiz Siddiqui, sued his alma mater, claiming that the “appallingly bad tuition” he received cost him the first-class degree that he felt he should have received. In tracing how the rise in such complaints seems ineluctably linked to the increasing commodification of the sector, we ask what it means for a student to express her voice within the university. In doing this, we draw a contrast between the (safety of the) formal procedures to which many students resort when making a complaint, and the possibilities of addressing issues in a face-to-face encounter. To understand the differences in these two approaches, we make an unusual move to consider the work of J. L Austin (1962). We then outline Stanley Cavell’s criticisms of the formal procedures that underlie such utterances. We suggest that a commitment to passionate utterance along Cavellian lines, highlights not only the place of emotion in a complaint, but also the responsibility, and answerability, of each party to the other.

show abstract

Escola sem Partido - elementos totalitários em uma democracia moderna: uma reflexão a partir de Arendt

Cited by 17 publications

References 4 publications

To Freire or not to Freire: Educational freedom and the populist right‐wing ‘Escola sem Partido’ movement in Brazil

To Freire or not to Freire: Educational freedom and the populist right‐wing ‘Escola sem Partido’ movement in Brazil

A visão de professores sobre o projeto escola sem partido: conceitos, tensões e práticas

3. Student Complaints: Performative or Passionate Utterances?

Contact Info

Product

Resources

About