A proposta de uma escola cidadão no Município de Uberaba: permanências e alterações entre os anos de 1993 e 2016

Abstract

The proposal of the Citizen School, initially Popular Public School, appeared in the late 80's and has its principles based on Paulo Freire’s ideas. The Citizen School is based on the proposal of an education in and for citizenship, aiming at the formation of critical, creative and solidarity citizens, and making society more just, humane and equitable. This proposal is based on four principles: democratic management, direct communication, school autonomy and permanent evaluation of school performance. This study proposes a reflection on the transformations occurred in the pedagogical proposal for the implementation of a Citizen School in the city of Uberaba (MG) between 1993 and 2016. The hypothesis that guides this work is that this proposal had three major phases of Elaboration: the first moment had its ideological principles based on the Freirean conceptions of education; In the second moment, this proposal assumed a neoliberal position of education; In the third moment, this more contemporary, the educational proposal maintained its principles based on the ideas of Paulo Freire, but ideologically, a neoliberal position. The first stage of the study was the analysis of the principles that underpin the Citizen School, as well as the notion of citizenship in human societies throughout history. The second stage was the survey of the concepts and structure present in the documents that have been the basis of the municipal education network in Uberaba since the year 2000, which are still in force today. The analysis of these documents follows theoretical principles based on the studies carried out by Michel Foucault and Mikhail Bakhtin and aims to understand the construction of the discourses present in the documents, the changes and permanence’s present in these discourses during the historical period analyzed (1993 to 2016). In order to carry out this analysis, we have appropriated the concepts of knowledge, power, discourse, subject and ideology developed by the authors, identifying how these concepts are configured in the documents analyzed. Finally, we analyze the movements of resistance and subjection arising from the relation of knowledge, power and subject present in the speeches of the official documents and how this relation influenced the changes occurred in the proposal of the Citizen School in the city of Uberaba.