1. Militarization of public schools in the context of managerial reform of the state
- Author
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Veiga, Carlos Henrique Avelino, Souza, Jos? dos Santos, Figueiredo, Bruno de Oliveira, and Motta, V?nia Cardoso da
- Subjects
School militarization ,Gerencialismo ,Gest?o educacional ,Gest?o p?blica compartilhada ,Militariza??o escolar ,State administrative reform ,Qualidade da educa??o ,Shared public management ,Educational management ,Educa??o ,Quality of education ,Reforma administrativa do estado ,Managerialism - Abstract
Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2022-09-30T11:18:11Z No. of bitstreams: 1 2020 - Carlos Henrique Avelino Veiga.pdf: 3683923 bytes, checksum: 500acb0d49cde160e384d44302c08a2e (MD5) Made available in DSpace on 2022-09-30T11:18:11Z (GMT). No. of bitstreams: 1 2020 - Carlos Henrique Avelino Veiga.pdf: 3683923 bytes, checksum: 500acb0d49cde160e384d44302c08a2e (MD5) Previous issue date: 2020-08-25 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior The militarization of public schools has become an alternative in public policy for the educational area in several Brazilian states. In this process, partnerships are established between the education departments and, mainly, the military police, although there is a significant portion of partnerships with the Military Fire Brigade and the Armed Forces. In recent years, there has been a significant increase in demand and transfer of the management of public education units to military institutions. In 2015, the schools included in this program totaled 94 teaching units; in 2018 there were 184 schools, and at the beginning of the 2020 school year, the number increased to 254 schools. There is also an estimate that other public education units in the Brazilian states will be incorporated into the program by the end of the 2020 school year. In Rio de Janeiro, there are plans to militarize another 30 public schools. In addition, the National Civic-Military Schools Program proposes the militarization of 216 public schools, by 2023. This process occurs in a context marked by the reform of the State resulting from the bourgeois recomposition in the face of the organic crisis of capital. In this investigative proposal, we took as an object of analysis the different institutional arrangements used to make the management of public educational establishments by military corporations in the country feasible, starting in the 1990s. shared management of public schools with military corporations in the country. For this, four investigative fronts were activated: 1) mapping the occurrence of the phenomenon at the national level; 2) characterization of the dynamics of militarization of public schools in the country; 3) indication of the main impacts of the militarization of public schools on the management of public education systems; 4) examining the management models established with military corporations, in order to explain different types of strategic planning developed by the governments of states in the federation that adhered to this management model. We took the universe of 254 militarized public schools in the country as an empirical reference until the beginning of the 2020 school year. This is a basic research, qualitative analysis, with an explanatory approach, which falls within the category of documentary research, although it is survey amount made through questionnaires applied to militarized school managers. The collected results showed that: 1) the literature on the subject is scarce; 2) there are several models of partnerships for the insertion of military personnel in public schools; 3) the shared management of public schools with military institutions has increased in recent years; 4) the military pedagogy adopted in these schools is based on strict regulations and standards; 5) violence taken as a motivation for militarization of the school is not supported by statistics; 6) quality in militarized schools is associated with investment in adequate structure and other factors and not with military pedagogy itself; 7) established partnerships are aligned with the managerial discourse for educational reforms. The analysis led us to the conclusion that the managerial reform of the State, facing the perspective of maintaining bourgeois hegemony, has enabled the implementation of public-public and public-private partnerships based on the militarization of public schools as a strategy of social control over most vulnerable populations in society through the use of coercion, to the detriment of mediation and convincing. For this, military pedagogy is used as a strategy and find in the most impoverished segments of the working class the fertile environment for building consensus around the idea that military pedagogy is an alternative to guarantee access to quality education A militariza??o das escolas p?blicas tem se configurado alternativa na pol?tica p?blica para a ?rea educacional em diversos estados brasileiros. Nesse processo, s?o efetivadas parcerias entre as secretarias de educa??o e, principalmente, a pol?cia militar, embora exista uma parcela significativa de parcerias com o Corpo de Bombeiro Militar e com as For?as Armadas. Nos ?ltimos anos, houve significativa eleva??o na demanda e repasse da gest?o de unidades de ensino p?blico para institui??es militares. Em 2015, as escolas inseridas nesse programa totalizavam 94 unidades de ensino; em 2018 havia 184 escolas e, no in?cio do ano letivo de 2020, o n?mero aumentou para 254 escolas. Existe, ainda, estimativa de que outras unidades de ensino p?blico nos estados brasileiros sejam incorporadas ao programa at? o t?rmino do ano letivo de 2020. No Rio de Janeiro, existe a previs?o de que sejam militarizadas mais 30 escolas p?blicas. Al?m disso, o Programa Nacional das Escolas C?vico-Militares prop?e a militariza??o de 216 escolas p?blicas, at? 2023. Esse processo ocorre em uma conjuntura marcada pela reforma do Estado decorrente da recomposi??o burguesa frente ? crise org?nica do capital. Nesta proposta investigativa, tomamos como objeto de an?lise os diferentes arranjos institucionais acionados para viabilizar a gest?o de estabelecimentos p?blicos de ensino por corpora??es militares no pa?s, a partir dos anos 1990. Nosso objetivo ? explicar a rela??o entre reforma administrativa do Estado e a propaga??o da gest?o compartilhada de escolas p?blicas com as corpora??es militares no pa?s. Para isto, foram acionadas quatro frentes investigativas: 1) mapeamento da ocorr?ncia do fen?meno em ?mbito nacional; 2) caracteriza??o da din?mica da militariza??o de escolas p?blicas no pa?s; 3) indica??o dos principais impactos da militariza??o de escolas p?blicas na gest?o de sistemas p?blicos de ensino; 4) exame dos modelos de gest?o estabelecidos com corpora??es militares, de modo a explicitar diferentes tipos de planejamento estrat?gico elaborados pelos governos de estados da federa??o que aderiram a esse modelo de gest?o. Tomamos como refer?ncia emp?rica o universo 254 escolas p?blicas militarizadas no pa?s at? o in?cio do ano letivo de 2020. Trata-se de uma pesquisa b?sica, de an?lise qualitativa, de abordagem explicativa, que se insere na categoria de pesquisa de tipo documental, embora se valha de levantamento feito por meio de question?rios aplicados a gestores de escolas militarizadas. Os resultados coletados evidenciaram que: 1) a literatura sobre o tema ? escassa; 2) existem v?rios modelos de parcerias para inser??o de militares na escola p?blica; 3) a gest?o compartilhada de escolas p?blicas com institui??es militares tem aumentado nos ?ltimos anos; 4) a pedagogia militar adotada nessas escolas ? pautada no rigor de regulamentos e normas; 5) a viol?ncia tomada como motiva??o para militariza??o da escola n?o encontra respaldo nas estat?sticas; 6) a qualidade nas escolas militarizadas est? associada ? investimento em estrutura adequada e outros fatores e n?o ? pedagogia militar em si; 7) as parcerias estabelecidas est?o alinhadas ao discurso gerencialista para reformas educacionais. A an?lise nos levou ? conclus?o de que a reforma gerencial do Estado, diante da perspectiva da manuten??o da hegemonia burguesa, tem possibilitado a implementa??o de parcerias p?blico-p?blico e p?blico-privadas a partir da militariza??o das escolas p?blicas como estrat?gia de controle social sobre as popula??es mais vulner?veis da sociedade por meio do uso da coer??o, em detrimento da media??o e do convencimento. Para isso, utiliza-se da pedagogia militar como estrat?gia e encontram nos segmentos mais pauperizados da classe trabalhadora o ambiente f?rtil para a constru??o do consenso em torno da ideia de que a pedagogia militar ? uma alternativa de garantia do acesso ao ensino de qualidade more...
- Published
- 2020