A Freirean analysis of the Escola sem Partido dystopian schooling model

Indignation, hope and untested feasibility during pandemic times

Bibliographic Data

ID10106310
AuthorsJorge Knijnik (0000-0003-2578-8909, Western Sydney University, corresponding author)
Year2021
Volume54
Issue3
Pages306-318
Publication date2021-02-16
Open AccessNo
TypeARTICLE
VenueJournal of Educational Administration & History (JOURNAL)
Journal identifiersISSN: 0022-0620 • E-ISSN: 1478-7431
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00220620.2021.1874315
OpenAlexW3132389729
LanguageEN
Citations received1
References cited15

This paper examines contemporary challenges for education and democracy in Brazil. In the past decade, conservative forces headed by the Escola sem Partido (ESP) movement have led a scaremongering campaign against teachers and public education, with Paulo Freire’s critical educational philosophies as their main enemy. This study investigates the ESP’s attempts to implement its ‘neutral’ education model based in traditional values across the country. Key Freirean concepts combined with Horsford ‘3Rs’ agenda to regain democracy in schools are used to analyse the media narratives presented by the ESP and civil movements that have resisted its efforts to undermine democracy within Brazilian schools. The findings suggest that the ESP’s bullying tactics have been effective in undermining teachers’ autonomy in many Brazilian schools. Further tensions have been provoked by the pandemic within the public educational system. Conversely, Freirean-inspired school communities have found new ways to counteract this harassment and strengthen democratic pedagogies

Autonomy · Civil society · Democracy · Democratic Education · Dystopia · Indignation · Pedagogy · Political science · Sociology · Critical and Liberation Pedagogy · Diverse Education Studies and Reforms · Law · Political theory and Gramsci · Public Administration

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