Escola sem partido: para além do dispositivo jurídico

Abstract

The Escola Sem Partido (School Without Party) movement emerges in the Brazilian educational landscape as a discourse that claims political and ideological neutrality in teaching, presenting itself as a response to alleged practices of indoctrination in schools. Beyond a bill proposal or political movement, this dissertation investigates Escola Sem Partido as a discourse that operates within the educational field, producing normative, institutional, and pedagogical effects, especially within the state school system of Santa Catarina. The general objective of this research is to analyze how the discourse of Escola Sem Partido impacts education, focusing on its effects on teaching, pedagogical practices, and institutional relations. More specifically, the study examines the historical and political conditions of possibility that enabled the emergence of this discourse, emphasizing the convergence between neoliberal rationality and neoconservative moralism; analyzes the main discursive axes mobilized by the movement, such as neutrality, surveillance, and teacher accountability; and identifies forms of resistance and reconfiguration of pedagogical work in response to these pressures. The theoretical framework is grounded in Michel Foucault’s contributions on discourse, power, and conditions of possibility, articulated with analyses of neoliberalism as a political rationality and neoconservatism as a moral rationality. Methodologically, the research adopts a qualitative approach, based on bibliographic and documentary analysis, examining theoretical works, documents, legislation, media materials, and public statements related to Escola Sem Partido. By understanding the movement as a discourse and a dispositive of control over teaching, this study contributes to a critical reading of contemporary disputes surrounding public education and the role of teachers in the Brazilian context.