Políticas conservadoras no contexto escolar e autonomia docente

Bibliographic Data

ID3949507
AuthorsDalila Andrade Oliveira (0000-0003-4516-6883, Universidade Federal de Minas Gerais, corresponding author)
Year2020
Volume15
Pages1-18
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.15.15335.069
OpenAlexW3039441071
LanguagePT
Citations received7
References cited4

This article discusses some strategies developed today by conservative political movements, in the form of projects such as the “School without a party” and campaigns against the so-called “gender ideology”, which undermine the professional autonomy of teachers and threaten the right to public, free, secular education and universal access. The central hypothesis is that these campaigns have found a school environment quite weakened by the policies of teacher accountability that are based on a unique discourse on the quality of education, in school management based on objectives, guided by the precepts of the private economy. The attempt was to understand this process within a broader political framework that explains the change in conservative orientation in government policies, but which finds relative popular support. Keywords: Conservative policies. Education. Teacher autonomy

Accountability · Autonomy · Epistemology · Ideology · Pedagogy · Political economy · Political science · Politics · Public relations · Sociology · Diverse Education Studies and Reforms · Education Pedagogy and Practices · Law · Public Administration · Social and Political Issues

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