Da escola ao quartel, do quartel ao curral eleitoral : a geografia das escolas militarizadas em Mato Grosso

Abstract

The militarization of public schools is a phenomenon that has expanded in Brazilian territory in recent years, especially with the implementation of the National Civic Military Schools Program in 2019. In the face of this privatist, authoritarian and conservative trend that leaves important marks on school territories and outside of school, we produced this dissertation within the scope of the stricto sensu course (master's level) of the Postgraduate Program in Geography (PPGEO) at the State Univer sity of Goiás (UEG), Cora Coralina campus. The purpose of this work was to discuss the militarization policy of state schools in Mato Grosso between the years 1990 and 2023, from the perspective of Education Geography, a relatively recent field in Brazil. In this way, we sought to analyze the panorama of education in the state of Mato Grosso, giving light to the existing educational scenario in its broadest sense, in order to understand how such a policy reverberates in space. Next, we highlight the procedu res that resulted in the implementation of military schools in this state. Concomitant to this, we elucidate the state of the art of research regarding this topic in the field of scientific research. Finally, we examine the existing and underlying relation ships of militarization with different segments of society. Thus, the results indicate that Mato Grosso was the first state to militarize a state school on the initiative of the executive branch. In recent years, there has been an exponential increase in t he number of military schools through transformation (militarization) and the creation of new teaching units. The research revealed that currently the legislative branch is the main driver of such a policy, through indications made by parliamentarians. Con sequently, the state government, through SEDUC, has skipped steps, violating legal procedures and inappropriately transforming civilian schools into military ones. Furthermore, this work reveals that a large part of the local and regional elite has had ind irect participation in the implementation of these schools, helping to elect candidates who defend military interference. Given the above, it is possible to conclude that the militarization of education is an illegal policy, since current laws do not provi de for this teaching model in basic education, in addition to violating civil and collective rights. Finally, the case of Mato Grosso reveals a political economic plot of a school model that synthesizes a militarized society as a paradigm.