Pedagogia da farda

uma análise do projeto de militarização das escolas públicas à luz da teoria crítica

Abstract

The purpose of this article is to discuss the process of militarization of Brazilian public schools, which consists of transferring the management of these schools to the military police corporations. Considering the current Brazilian scenario, marked by educational policies of a conservative and neoliberal nature which contradict democratic educational principles, the empirical approach of this text turns to the National Program of Civic-Military Schools and its limits in the formation of critical and emancipated individuals. This is a bibliographical research whose theoretical basis for analysis is supported by the Critical Theory of Society. The results show that, despite assuming the discourse of decreasing violence rates in public schools, as well as improving educational quality, training practices guided by an instrumental rationality with pragmatic and authoritarian bases have been implemented in several public schools that were militarized, which end up contributing strongly to the formation of individuals adapted to the status quo, deprived of a critical and emancipatory formation that allows them to understand the Brazilian reality of deep social inequalities and contribute with this, to its transformation.