O controle dos corpos em colégios públicos militarizados de Goiás: um debate sobre o racismo religioso em espaços escolares e o papel do ensino de história na luta antirracista

Abstract

This dissertation analyzes the control of bodies in militarized public schools in the state of Goiás and investigates how the school regulations of these institutions contribute to the strengthening of religious racism within the school environment, especially against students who practice African and Afro-Brazilian religions. The research is grounded in the author’s teaching experience at a militarized school and in the hypothesis that the disciplinary and homogenizing logic of these institutions creates institutional conditions favorable to the restriction of cultural, identity-based, and religious rights. The main objective of the study is to understand how the school regulations of militarized public schools in Goiás are configured as instruments of control and as possible facilitators of religious racism, while also reflecting on the role of History teaching in promoting anti-racist pedagogical practices. The investigation adopts a qualitative approach of a documentary and bibliographic nature, analyzing school regulations produced between 1999 and 2024, drawing on specialized literature on racism and religious racism, and engaging with data obtained from the state-run Disque 100 service concerning reports of human rights violations related to religiosity. The analytical path also articulates a historical contextualization of Afro-Brazilian religions, with an emphasis on Candomblé, and examines their presence in the territory of Goiás, especially in the city of Senador Canedo, Goiás. The results reveal the persistence and updating of normative mechanisms that standardize bodies, clothing, and identity expressions, exposing a disciplinary project that violates the constitutional principles of freedom, plurality, and the secular nature of the state, as guaranteed both by the 1988 Federal Constitution and by the 1996 Law of Guidelines and Bases of National Education. The analysis demonstrates the insufficiency of the concept of religious intolerance to explain the observed dynamics and reinforces the relevance of the concept of religious racism in interpreting discriminatory practices directed at practitioners of African and Afro-Brazilian religiosities. As a contribution, the dissertation presents a guidance booklet aimed at basic education teachers to support the confrontation of religious racism in the school context. It concludes that the militarization of civil public education tends to reinforce ethnic-racial inequalities within the school environment, highlighting the need to build pedagogical practices committed to democratic and anti-racist education.