Título:	Chaves analíticas para a compreensão do projeto educacional da nova direita : estratégias essenciais e particularidades brasileiras
Outros títulos:	Analytical keys for understanding the educational project of the new right : essential strategies and Brazilian particularities
Autor(es):	Yannoulas, Silvia Cristina
ORCID:	https://orcid.org/0000-0002-6662-9528
Afiliação do autor:	Universidade de Brasília
Assunto:	Nova direita Direito à educação Educação básica - Brasil - Argentina Trabalho docente
Data de publicação:	3-Jan-2024
Editora:	Servicio de Publicaciones de la Universidad Autonoma de Madrid
Referência:	YANNOULAS, Silvia Cristina. Chaves analíticas para a compreensão do projeto educacional da nova direita: estratégias essenciais e particularidades brasileiras. Revista Educación, Política y Sociedad, [S. l.], v. 9, n. 1, 8-41, 2024. DOI: https://doi.org/10.15366/reps2024.9.1.001. Disponível em: https://revistas.uam.es/reps/article/view/18147. Acesso em: 24 jun. 2024.
Abstract:	Essay based on intensive literature review to characterize the educational project of the New Right in the XXI century. The Argentine case contributed to illuminate the Brazilian case, allowing to visualize three common strategies of the educational project of the New Right: the reissue of the debate on the role of the family and the State starting from the questioning of the inclusion of historical-dialectical materialism and the gender studies in curricular content; the expansion and diversification of the meanings of privatization and the subsidiary role of the State in education; and the recomposition of the relationship between education and employment/occupation with the reforms of secondary education and the consolidation of the process of individualization of the social. These strategies are distinguished from some particularities of the Brazilian case (such as the militarization of schools or the expansion of home education (or home schooling), not addressed in this article). The literature consulted points to two cross-cutting and necessary axes of this educational project: the devaluation of reflective professional teaching work, and the disarticulation of educational policies for the school inclusion of historically disadvantaged groups. We conclude that it is possible to distinguish an educational project articulated by the New Right, which updates the transcendental controversies of educational policy.
Unidade Acadêmica:	Instituto de Ciências Humanas (ICH) Departamento de Serviço Social (ICH SER)
Licença:	(CC BY NC) Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
DOI:	https://doi.org/10.15366/reps2024.9.1.001
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