<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432020000200067</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2020.v29.n58.p67-77</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONSERVADORISMO E (NEO)POSITIVISMO NA EDUCAÇÃO BRASILEIRA: O MOVIMENTO ESCOLA SEM PARTIDO]]></article-title>
<article-title xml:lang="en"><![CDATA[CONSERVATORISM AND (NEO) POSITIVISM IN BRAZILIAN EDUCATION: THE SCHOOL WITHOUT PARTY MOVEMENT]]></article-title>
<article-title xml:lang="es"><![CDATA[CONSERVATORISMO Y (NEO) POSITIVISMO EN LA EDUCACIÓN BRASILEÑA: EL MOVIMIENTO DE LA ESCUELA SIN PARTIDO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coimbra]]></surname>
<given-names><![CDATA[Leonardo José Pinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Sousa]]></surname>
<given-names><![CDATA[Ana Paula Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão (UFMA)  ]]></institution>
<addr-line><![CDATA[São Luis Maranhão]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Maranhão (UFMA)  ]]></institution>
<addr-line><![CDATA[São Luis Maranhão]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>29</volume>
<numero>58</numero>
<fpage>67</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432020000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432020000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432020000200067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto analisa o Movimento Escola sem Partido a partir de seus fundamentos epistemológicos, políticos e ideológicos, entendidos como dimensões articuladas de um pensamento de caráter autoritário e conservador, que pretende, a despeito de combater a &#8220;doutrinação ideológica&#8221;, extirpar toda e qualquer possibilidade de uma educação crítica e emancipadora, instituindo um pensamento único na escola. O revigoramento das ideias sobre a suposta imparcialidade do conhecimento expressa uma concepção política conservadora, que visa eliminar a contradição e o movimento da realidade e sua possibilidade de apreensão pela ciência e de transmissão pela escola, advogando que os professores devem se abster de polêmicas e debates e se ater à função de instruir, reservando às famílias a função de educar. Tal movimento é problemático, na medida em que reduz a autonomia do professor e nega a este a tarefa de educar. Trata-se de um estudo exploratório, de caráter analítico, baseado no método histórico-dialético, fundamentado em categorias filosóficas que visam a melhor apreensão do fenômeno na sua materialidade histórica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text analyzes the School without Party Movement from its epistemological, political and ideological foundations, understood as articulated dimensions of an authoritarian and conservator thought, which aims, in spite of combating «ideological indoctrination», to eradicate any possibilities of a critical and emancipating education, instituting a unique view in the school. The reinvigoration of conservative ideas about the supposed impartiality of knowledge expresses a conservative political conception, which seeks to eliminate the contradiction and the reality&#8217;s movement and its possibility of apprehension by science and transmission by the school, advocating that teachers should refrain from polemics and debates and stick to the function of instructing, reserving to families the function of educating. Such a movement is problematic as it reduces the teacher&#8217;s autonomy and denies the teacher the function of educating. This papper is an exploratory study, of an analytical character, based on the materialism method, based on philosophical categories that aim to better understand the phenomenon in its historical objectivity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto analiza el Movimiento Escuela Sin Partido desde sus fundamentos epistemológicos, políticos e ideológicos, entendidos como dimensiones articuladas de un pensamiento autoritario y conservador, que tiene como objetivo, a pesar de combatir el &#8220;adoctrinamiento ideológico&#8221;, erradicar todas y cada una de las posibilidades. de una educación crítica y emancipadora, instituyendo un pensamiento único en la escuela. La revitalización de las ideas conservadoras sobre la supuesta imparcialidad del conocimiento expresa una concepción política conservadora, que busca eliminar la contradicción y el movimiento de la realidad y su posibilidad de aprehensión por parte de la ciencia y la transmisión por parte de la escuela, abogando por que los maestros deben abstenerse de las polémicas y debate y se adhiere a la función de instruir, reservando a las familias la función de educar. Tal movimiento es problemático ya que reduce la autonomía del maestro y le niega la función de educar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Movimento Escola sem Partido]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="en"><![CDATA[School without Party Movement]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Emancipation]]></kwd>
<kwd lng="es"><![CDATA[Movimiento Escuela sin Partido]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Emancipación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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