Entre o controle e resistência : coletivos extraescolares e a escola militarizada na região noroeste de Goiânia

Abstract

The militarization of public schools in Goiás was part of a neoliberal education project in Brazil, intensified by the conservative wave that manifested itself in a notable way between 2019 and 2022, and which remains active to this day. This combination of neoliberalism and persistent conservatism legitimized strict social control and the implementation of extreme discipline, especially in urban peripheries, such as the Northwest Region of Goiânia. The objective of this dissertation is to analyze the demonstrations of extracurricular youth groups in the face of the effects of the presence of the militarized school CEPMG Ayrton Senna in the Northwest Region of Goiânia. The studies by Haesbaert (2004) and Sousa (2000) provided the theoretical basis for understanding the construction of youth identity and the relationship of young people with their social spaces. The analysis of militarized schools was based on the work of Rocha and Aguiar (2019) and Santos and Alves (2024), who explored the effects of disciplinary practices and the process of implementation and expansion of this model in Goiás. In addition, the approach to extracurricular collectives was founded on the contributions of Abramovay and collaborators (1999, 2007, 2008, 2015), highlighting the importance of these networks in the formation of support and resistance. The theoretical-methodological contribution was anchored in Ginzburg's (1989) evidentiary paradigm, which was based on indirect and seemingly insignificant evidence to build a broader and deeper understanding of events, behaviors, or historical contexts. The methodology used in this dissertation adopted a qualitative approach, using bibliographical review, direct observation and image analysis (graffiti, tagging) and local cultural productions, such as rap lyrics, with the aim of deciphering the perceptions of extracurricular groups about the effect of the presence of a militarized school on youth territorialities. The dissertation was structured in three chapters, which followed a logical sequence for the analysis of the phenomenon studied. The first chapter was dedicated to the examination of the socio-spatial context of the region, providing an understanding of the conditions that favored the militarization of schools. The second chapter investigated the presence of the militarized school in the region. Finally, the third chapter focused on the implications of this school model on youth territorialities and the artistic expressions of extracurricular groups, offering a critical and detailed view of the implications of the militarized school in the Northwest Region of Goiânia.