Programa Escola Sem Partido: tentativa de controle da ação dos professores

Abstract

The present research approaches the construction of a dissertation of the course of Professional Masters in Education of Universidade Federal da Fronteira Sul, entitled “School without Party Program: attempt to control teachers actions.” It aims to comprehend the teachers‟ critic and reflexive development through possible consequences and influences controlled by the Program - a bill that has been carried out in some Legislative Houses since 2014 and that has gained strength in a current scenario of great contradictions and power disputes, placing itself as a threat to the teachers and as an attempt to control their actions. The product was an interventional analysis performed through in-service training. The subjects were 15 teachers from a state-owned school of Rio Grande do Sul, located in the municipality of Paulo Bento, RS. The study is based on the qualitative approach and contemplates the perspective of Critical Theory. The utilized method to develop the investigation was action research and the technical procedure to the data collection was the focus group. The collective interviews took place in four dialogical meetings, which were registered with a tape recorder. In the intervention, the teachers‟ prior knowledge about the theme was identified, presenting them the main topics from School Without Party Program and performed reflexive actions with elements for debate, through which a high level of critic consciousness was created about the consequences of the Program, since the teachers had little knowledge about the object in question. The interpretation of the data resulted from six categorized axes: contradictions and ideology; authoritarianism; criticality; teaching function; surveillance; and continuity of actions. Each one of this axes codify in several categories and all of them were analyzed. The study shows that teachers, sometimes, approach the Program because of its conservative content and, at times, they distance themselves from it in terms of its content, which affects the teaching function. The researched subjects affirm not to take advantage of the presence of students in the classroom to ideologically indoctrinate them and consider this Program as not necessary to the brazilian Education. They also imply that the media is a great competitor in the construction of students' subjectivities, leading to teacher impotence and weakening of the school. In this view, the endeavor to impose a “gag” made teachers ready to coping and to resist, lucidly, against the maximization of professional devaluation and authoritarian, vigilant and controlling attacks.