Adesão e resistência: diferentes posturas dos profissionais da educação em Goiânia frente aos ataques reacionários contra a educação pública entre 2004 e 2018

Abstract

This dissertation aims to investigate how tenured and stable teachers from the public school system in the city of Goiania (GO), Brazil, responded to the proposals of the "Escola Sem Partido" (School Without Party) Movement between 2004 and 2018. The research is grounded in the understanding that the Brazilian educational field has been a site of intense ideological and symbolic disputes, particularly after the emergence of conservative initiatives aimed at limiting the critical role of education by imposing discourses of political and ideological neutrality. Using historical materialism as the analytical method, the study seeks to understand the relationships among ideology, symbolic domination, censorship, and self-censorship within the educational context. Interviews were conducted with public school teachers, along with document analysis and observations of social media content. The focus is placed on tenured teachers with job stability, as they are understood to possess greater freedom to position themselves on sensitive issues and political controversies without immediate fear of contractual retaliation. The study demonstrates that, in addition to the already well-known structural difficulties faced by educators—such as low wages, precarious working conditions, and social devaluation—these professionals now face a new kind of pressure: ideological surveillance by conservative groups who accuse teachers of political and moral indoctrination in classrooms. The "Escola Sem Partido" Movement is analysed as a catalyst for these tensions, functioning as a tool of discursive control and delegitimization of critical pedagogical practice. Beyond the analysis of the impacts of these pressures on teachers, the dissertation also presents a pedagogical product resulting from the research: a series of educational podcasts aimed at the continuing education of History teachers. The podcast is approached as a counter-hegemonic tool capable of contesting narratives in the digital environment, which is traditionally occupied by conservative and revisionist discourses. Sensitive topics such as racism, military dictatorship, gender, misogyny, and vaccination are addressed in the episodes, with the aim of providing theoretical and practical support for teaching practices committed to human rights, plurality, and democracy. The dissertation defends the idea that school is a space of symbolic and epistemological dispute, where teaching cannot be neutral, but must be committed to critical and emancipatory practice. The figure of the "curator-teacher" emerges as an alternative to the "conservative influencer-teacher," who uses their authority to reinforce traditionalist and moralist values. In this sense, the production of educational content in podcast format is presented as a relevant didactic strategy, as it fosters qualified listening, theoretical depth, and the strengthening of pedagogical practices aligned with critical thinking.