Projeto de Lei 867/2015 “Escola sem partido”: implicações para o currículo

Abstract

This Course Completion Work (CCW), titled "Movement Without a Party": implications for the curriculum, aims to analyze the possible implications of PL 867/20015 for the curriculum. The Movement "Escola Sem Partido", a civil organization, arises in a controversial moment of Brazilian politics. According to the MESP movement there exists in Brazilian education a political indoctrination of the left that aims at maintaining power through ideological influence in the curriculum. The movement materializes as an educational policy through Bill 867/2015, presented by Deputy Izalci (PSDB / DF), which proposes to change the Law of Guidelines and Bases of National Education (Law No. 9,394 of December 20, 1996). To understand the emergence of this movement, we contextualize Brazilian politics, making a periodization cut between the years 2011 and 2015). The construction of the political historical clipping was done through researches in the Virtual Library of the Presidency of the Republic, articles by Teixeira and Pinto (2012), Araújo, Costa and Fittipaldi (2016), Pereira (2010b) and through newspapers and magazines of national circulation and local. The theoretical frameworks that underpinned our analysis are based on Apple (1989, 2001 and 2006), Marilena Chaui (1980) and Pereira (2010a), based on the studies by Libâneo, Oliveira and Toschi (2012). In the Work we give emphasis to the PL 867/2015 proposes for the LDB, and we do the analysis of how the ideology applies in the clash for the power and its consequent influences in the educational policies and curricular policies. The methodology of our research is qualitative from bibliographical and documentary sources, it is articulated with the conceptions of Gonsalves (2003), Marconi and Lakatos (2003), Ludwing (2014), Casimiro and Magalhães (2013), Prodanov and Freitas (2013) and Severino (2007), the results of our analyzes resulted in notes that we perceive that there is a power struggle between a supposed right and left in Brazil, and in this dispute the curriculum is a tool considered fundamental for its effectiveness. So the tensions arising from ideological political disputes try to privilege the interests of the hegemonic groups of society.