Escolas de gestão compartilhada: dicotomia educacional no Estado do Amapá (2017-2025)

Abstract

This ongoing Dissertation investigates reasons that led the Government of the State of Amapá/GEA to adopt in 2016 the Militarization of Public Schools of Basic Education as an instrument of Educational Management, named Shared Management Schools, a partnership between the Military Fire Department of Amapá-CBM/AP, the Military Police-PM/AP and the State Secretariat of Education of Amapá-SEED/AP. The problem asks: what elements underlying the Educational Policy/Management are responsible for the fact that the State Government of Amapá keeps the educational militarization, through Shared Management, even after the revocation of the National Program of Civic-Military Schools (PECIM) in 2023? The hypothesis of the study is that the Government intends to maintain the image that it sought to maintain control over school violence, but the militarization of public schools in Amapá not only masks this intention, but also and perhaps mainly operates as a political tool of disciplining and ideological alignment in favor of militarization. The general objective consisted of analyzing the perceptions of teachers and government management regarding the militarization of education in Amapá, identifying its impacts on management, teaching work, and the democratic principles of public schools. The specific objectives unfolded as follows: a) to contextualize the historicity of the school militarization process in Brazil; b) to identify the factors involved in educational militarization in Amapá, from its implementation to its "new facet" in the post-PECIM era; c) to evaluate the impacts of the dichotomy School Militarization versus Democratic School Management/AP from the perspective of civilian teachers and managers of Shared Management schools. Regarding the methodology, it is grounded in Historical-Dialectical Materialism (HDM) as an epistemological basis, combining a qualitative-quantitative approach. Through field research and the appraisal of Semi-structured Interviews, it sought to test the hypothesis formulated in this study. The research subjects consist of teachers and a Manager who work in Shared Management schools managed by the Military Police/AP and the Military Fire Department/AP in Macapá/AP. The results indicate that Militarized Management contrasts with the democratic principles that govern education, compromising the participation of the school community. The conclusion suggests that the permanence of this model is related to conservative political interests, to the detriment of Democratic Management and Educational Autonomy.