A percepção de docentes da rede municipal de João Pessoa sobre o Movimento Escola Sem Partido

Abstract

In 2004, the self-styled Movement Without a Party (MWP) started a real crusade against what its idealizers called ideological indoctrination, of a political-partisan character, by teachers of the various stages and modalities of Brazilian education. Several studies have pointed to the fallacies of the arguments presented by the MESP, situating it as part of a strategy of dissemination of the conservative agenda, in the emergence of what came to be called New Right. This dissertation advances in the debate by seeking to understand, in a pioneering approach, the perception of the teachers of a municipal teaching network about MESP. The quantitative-qualitative research started from the hypothesis that teachers perceive, in their daily lives, that there is no doctrinal education. In order to justify this study we went to the roots of the movements of the Nazifascistas of the twentieth century until the reconfiguration of the New Right, from the studies of Arendt, Hobsbawm and Apple. For the understanding of concepts like State, Democracy and Power, we rely on Bonavides, Azambuja, Bobbio and Gramsci. We also use extensive bibliographical and documentary material to analyze the proliferation of the No-Party School Bill and the follow-up of proposals in the National Congress and in the states. It was also used the database of the Superior Electoral Court to build the profile of the legislators responsible for presenting the PLs. Finally, in order to understand the teachers' perception of an alleged existence of indoctrination in schools and about the possible implications of the law in Education, we used questionnaires from the Likert scale, which were tabulated and analyzed in the Excel platform for descriptive analysis and qualitative, and by the SPSS program for quantitative analysis. As results, it was verified that the teachers of the municipal network of João Pessoa have the perception that there is no party-political indoctrination in schools in the daily life of their schools and they defend the autonomy of teachers. However, there is a portion of the teaching staff that supports this project. It was also seen that this adherence has a strong correlation with the belief, especially of evangelical teachers.