"Escola Sem Partido" e o Discurso sobre Educação

Abstract

Throughout history, education has been occupying an essential role in the formation of subjects, communities and society, even though it has been understood in different ways at different times. As of 2004, Escola Sem Partido (ESP), claiming a supposed neutrality and pluralism of ideas, gains national recognition, leading to the formulation of several Law Projects. That said, this work proposed to analyze articles from the blog of Escola Sem Partido, seeking to understand the concept of education, to which models and interests refer and are sustained. The French Discourse Analysis was used as a theoretical-methodological approach, so that it offered the techniques for the formation of the analysis-concepts. Six articles were selected that date between 2014 and 2020, and from these, the concepts-analysis were listed: education/educating; teach/teaching; ideological indoctrination/indoctrination. The analysis made it possible to perceive that discursive formations in relation to education produce a dichotomy between educating and teaching, which is supported by criticism of ideological indoctrination. With this, discussions about the educational crisis, school failure, “leftism” and the blaming of schools and teaching are included to legitimize this understanding of education. Crossed by the neoliberal discourse, education becomes the center of dispute, as it is recognized as an important institution that maintains conservative, autocratic and homogeneous logic. ESP is based on a fallacious discourse of plurality and neutrality, since it privileges certain knowledge and social groups, while trying to depoliticize and empty Brazilian education.