O papel da escola como resistência ao bloqueio da complexidade da vida: uma análise crítica do movimento Escola sem Partido

Abstract

This dissertation aims to examine the possibility of neutral teaching, free of values, a requirement of the School without Party movement, underlining the role of educational institutions as resistance to attempts to blocking the complexity of life. It shows its relevance in the face of constant political attacks directed at Brazilian schools and universities, targets of fake news and distorted stories, in addition to the increasing number of censorship episodes of teachers and students inside and outside these environments. It is supported by hypotheses such as: the School without Party movement has an ideological character; school and science have the role of resisting attacks against democracy; the concept of absolute and objective knowledge of a reality as fiction; the demand for neutrality in schools is, in addition to being authoritarian, incompatible with the democratic rule of law, freedom and pluralism. It uses the analytical method, consisting of doctrinal and jurisprudential research. Max Weber, Theodor Adorno, Jürgen Habermas, Marilena Chauí, Adam Przeworski, Heinz Von Foerster, Paulo Freire and Judith Butler make up the central theoretical framework of this work. Among the main results obtained are: the lack of scientific objectivity – which does not mean that science is completely subjective, it is always open to countless possibilities and the more it recognizes that it is impossible to represent/discover an exact reality, the less it approaches an ideology; the impossibility of neutrality in education - which cannot be achieved due to the impossibility of not communicating, because human beings have culture, are the result of their own experiences and interests, and because the Constitution determines a core of values to be observed in learning processes; the ideological character of the School without Party movement itself, which, despite arguing that it works for the freedom of students and against what it classifies as “gender ideology”, works to prevent individuals from being open to the uncertainties of life and democracy