Militarização da escola pública: a gestão escolar compartilhada/cívico-militar em escolas estaduais do Amapá (2017-2022)

Abstract

The shared school management/civic-military has been entering, in recent years, the Brazilian school spaces as a "new" management model anchored in educational policies of organizational sharing of pedagogical-administrative spaces between civilians and military, which together constitute as public school leaders in the state of Amapá. Considering this historical time lived, it is in this perspective that the research is anchored and structured, with the following problem: How has the shared civic-military school management been developed in public schools in Amapá state, regarding the administrative and didactic-pedagogical organization, the conception of school management and the distribution of power between civilian and military management? As for the general objective, we sought to analyze how the administrative and didactic-pedagogical organization, the conception of school management and the distribution of power in schools of shared/civil-military school management in the state of Amapá in the period 2017-2022, subsidized by the following specific objectives: a) Understand how the role of the school is expressed within the policies of shared school management, highlighting their conceptions, as well as organizations; b) Evidence which distributions of power is established in the administrative and didactic-pedagogical proposals in shared school management/civic-military; c) Identify which consensus, resistance, rupture paths arising from intra and extra-school movements are expressed in Minutes, Public Notes, Letter of Commitment and Political Pedagogical Project regarding shared school management/civic-military. The theoretical and methodological paths are inspired in the Dialectical Historical Materialism for understanding that school management is involved in historical, social, and cultural aspects that emerge a totality, contradiction, and mediation that need to be unveiled. To arrive at a concrete thought, union documents, official documents, technical and social documents of the 9 schools of shared/civil-military school management in the State of Amapá were listed, thus characterizing, for the present study, the documental research, with a qualitative approach. The technique for analyzing the information was defined by Discourse Analysis. We verified the growing influence that emanated/emanated from the new Brazilian right wing and that has reached public schools as salvific, which made militarization seem to the eyes of civil society as a policy of order and progress whose purpose is to fix what the left has destroyed. This whole policy has managed to penetrate the entire national territory, accounting for 373 public schools with shared/civic-military school management. The North is the second region with the largest number of schools, totaling 96, with the state of Amapá in 6th position. However, voices opposing this project were found, through organized society, which echo/echo in the struggle against authoritarianism and destruction of the principles of an emancipating and humane education