Neoliberalismo e conservadorismo na militarização escolar : o caso das escolas cívico-militares em Goiás.

Abstract

The objective of this dissertation is to analyze how neoliberal and conservative discourses manifest themselves in the process of implementing civic-military schools, focusing on the Vicentinópolis Civic-Military School in Goiás. The theoretical and methodological framework is based on the contributions of Michel Foucault, as well as authors such as Thomas Lemke, Kamila Lockmann, Pierre Dardot and Christian Laval, who discuss governmentality and its implications for education. The research is based on the documentary analysis of the school’s main records, such as the Political-Pedagogical Project (PPP) and the School Regulations, in order to identify how neoliberal and conservative discourses are incorporated into the educational proposal. The results show that these documents reinforce principles such as discipline, hierarchy, civic spirit and patriotism, while limiting the possibility of a democratic and participatory education. The analysis also reveals that neoliberal governmentality is manifested in the school management model, based on individual accountability, the search for efficiency, and strict control of performance. These elements contribute to the construction of an environment that restricts students’ creativity, autonomy, and critical capacity. Thus, the implementation of civic-military schools in Goiás reflects an attempt to reconcile the logic of performance and efficiency of neoliberalism with the disciplinary control typical of conservatism. This educational model, by prioritizing conformity and measurable results, compromises the integral and critical education of students. The research thus points to the need to rethink the direction of public education, proposing alternatives that value a critical, plural, and truly democratic education.