A relação entre educação e política a partir de Hannah Arendt: uma reflexão acerca do fenômeno “Escola sem partido”

Abstract

This thesis analyzes the educational phenomenon called School Without Political Party Movement (MESP) from categories of Arendt's thought, especially: education, politics, birth and freedom. It discusses these concepts separately, as well as their relational aspect in line with the complex conceptual web of the author's work. It contextualizes the question of the meaning of politics in Arendt's thought in relation to the scope of the meanings for the idea of politics in the West. It presents its set of reflections related to this theme, such as the dimensions of active life (labor, work and action); its notion of public space (place of appearance and visibility, common world, space of word and action) and, finally, the idea of freedom as a raison d'être of the policy that emerges from the author's work and brings up the negative notion policy that Arendt refers to. In the education category, the idea of Arendtian education is placed in the face of some of the educational meanings erected throughout Western thought. It proposes the approximation of the purpose of understanding education - notably, education in Arendt - as a phenomenon. Part of the basic ideas that surround the crisis in modern education in order to be able to point out what, in Arendt's thought, would be education itself and, therefore, its meaning and reason for being. It discusses the relationship between politics and education based on the author's thinking, bringing up the distinctions between the two categories and encouraging possible approaches between them. It is argued in favor of the thesis that Arendt's rigor in the distinction between the domains of politics and education should not be understood as a compliment to the depoliticization of education, but a strategy to prevent education from being instrumentalized or subjugated by political projects of any kind. It discusses the historical trajectory and the construction of the MESP ideas, which, from the modern confusion evidenced by Arendt between the public and private domains, establishes a radical dissociation between educating and instructing; recommends school education devoid of its formative character, organized based on its functionality; and it restricts the role of school education to mere instruction and the teacher to a bureaucratic technician. By eliminating school education from its educational, formative and public character, it creates an atmosphere conducive to the opportunity for elements of a totalitarian logic (or analogous to it) in the school environment, notably: the dissemination of a deliberate lie (the supposed existence of a process of indoctrination in Brazilian schools) and the election of an objective enemy to be monitored and pursued (the teacher, potential indoctrinator, corruptor). The analysis of MESP in the light of Arendt's thought - as it occurs in times of crisis - urges us to reflect on the essential, the meaning, the raison d'être, in this case, school education, reflection, this, carried out in the last section of this paper. Urged by Arendt and equally supported by authors consonant with her thinking, we point to the fundamental aspects of the experience of school education, demarcating elements that dignify it in the present time.