ESCOLAS CÍVICO-MILITARES E OS FUNDAMENTOS PARA A CONSTRUÇÃO DO CONSENSO: ENTRE O DISCURSO DA AVALIAÇÃO COMO FERRAMENTA DE MENSURAÇÃO DA QUALIDADE EDUCACIONALE DA FORMAÇÃO MORAL

Abstract

The National Program for Civic-Military Schools (Pecim) was created in 2019, with the aim of improving the quality of teaching in public schools, from the 6th. year of elementary school to 3rd. year of high school. Community consultations carried out in schools interested in joining the Program, showed high approval rates, as this was regularly mentioned by governments to justify the existence and importance of civic-military schools. Object of this research, the E. M. José de Souza Damy Civic-Military School is located in Corumbá-MS, in a highly vulnerable neighborhood, and joined the Program in 2020. This research aims to identify the foundations that structure the formation of consensus in around the implementation of the Civic-Military Schools Program. For this purpose, the following objectives were defined: establishing the relationship between moral formation and common sense within this process; understanding the association of the discourse on quality of education with the implementation of the Program and investigating the presence of neoconservative assumptions in the performance of Pecim. An exploratory and qualitative research, of the case study type, was designed and, based on studies of historical-dialectical materialism and those developed by Antonio Gramsci, documents were analyzed, observation of daily school life and interviews with teachers and guardians of school students. The data obtained was categorized and analyzed according to the proposed objectives and it was found that: a) the discourse of improving the quality of teaching, understood as being verifiable through external evaluations, is the purpose that stands out most in the documents; b) in the school observed, a teaching proposal based on the recovery of values supposedly lost by society, which in this research was called “moral formation”, is the one that gains the most notoriety; c) the Program would have offered conditions for students' discipline to undergo changes - positive, in the view of teachers and guardians -, while nothing contributed to improving the quality of teaching offered at the school; d) There is an established relationship between the defense of values, moral and ethical, patriotic, civic and disciplinary, and common sense; e) the idealization of the figure of the military, whose role is central in Pecim's proposal, and the negative characterization, by teachers, of the context in which the school is located are conceptions, among others, that come close to neoconservative assumptions and contribute to building consensus around the Program.