<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000500406</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.59634</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCOLAS CÍVICOS MILITARES: conservadorismo e retrocesso na educação brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[MILITARY CIVIC SCHOOLS: conservatism and setback in Brazilian education]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELAS CÍVICAS MILITARES: conservadurismo y retroceso en la educación brasileña]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Zenilda Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Adalberto Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amapá (UNIFAP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amapá (UNIFAP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>especial</numero>
<fpage>406</fpage>
<lpage>426</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000500406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000500406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000500406&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tem como objetivo analisar os fenômenos que levaram a transferência das escolas civis públicas para as mãos dos militares, considerando, ainda, as consequências da militarização dentro do ambiente escolar. A militarização de escolas públicas no Brasil, nos moldes atuais, é um fenômeno empírico surgido com mais ênfase no ano de 2013 no estado de Goiás, onde os ideais conservadoristas sustentam a defesa desse velho modelo pedagógico, agora em um novo desenho institucional. A abordagem metodológica é qualitativa, tendo sido a pesquisa documental por meio da análise de conteúdo o principal esteio da trilha investigativa, com destaque para a verificação do Manual das Escolas Cívico-militares publicado recentemente pelo governo federal. Questões de partida: 1) por que as escolas militarizadas surgem com boa aceitação na sociedade brasileira? 2) quais benefícios a proposta pode trazer para a educação brasileira? 3) como política pública, qual o escopo da proposta do Ministério da Educação? Os resultados apontam que a onda de conservadorismo que assola a sociedade brasileira e a ideia do &#8220;apagão educacional&#8221; impulsionaram o clamor social de pais e comunidade escolar por um &#8220;novo&#8221; modelo de escola, priorizando-se, dessa forma, a disciplina e a obediência, além da segurança no ambiente escolar em vez da aprendizagem e democracia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article analyzes the phenomena that led to the transfer of civil public schools to the military management, considering its consequences within the school environment. The today's militarization of public schools in Brazil is an empirical phenomenon that emerged with more emphasis in 2013 in the state of Goiás, where conservative ideals support this old pedagogical model, now in a new institutional design. The methodological approach is qualitative, with documental research through content analysis being the mainstay of the investigative path, with emphasis on the verification of the Manual of Civic-military Schools recently published by the federal government. Starting questions: 1) why do militarized schools emerge with good acceptance in Brazilian society? 2) what benefits can the proposal bring to Brazilian education? 3) what is the scope of the Ministry of Education's proposal as a public policy? The results show that the wave of conservatism that plagues Brazilian society and the idea of the &#8220;educational blackout&#8221; boosted the social outcry of parents and school community for a &#8220;new&#8221; school model, thus prioritizing discipline and obedience, as well as security in the school environment instead of learning and democracy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objetivo analizar los fenómenos que llevaron al traslado de las escuelas públicas civiles a manos de los militares, considerando también las consecuencias de la militarización en el ámbito escolar. La militarización de las escuelas públicas en Brasil, en el molde actual, es un fenómeno empírico que surgió con más énfasis en el año 2013 en el estado de Goiás, donde ideales conservadores apoyan la defensa de este viejo modelo pedagógico, ahora en un nuevo diseño institucional. El enfoque metodológico es cualitativo, siendo la investigación documental a través del análisis de contenido el eje de la trayectoria investigativa, con énfasis en la verificación del Manual de Escuelas Cívico-Militares recientemente publicado por el gobierno federal. Preguntas de inicio: 1) ¿Por qué surgen escuelas militarizadas con buena aceptación en la sociedad brasileña? 2) ¿Qué beneficios puede traer la propuesta a la educación brasileña? 3) como política pública, ¿cuál es el alcance de la propuesta del Ministerio de Educación? Los resultados muestran que la ola de conservadurismo que azota a la sociedad brasileña y la idea del &#8220;apagón educativo&#8221; impulsaron el clamor social de los padres y la comunidad escolar por un &#8220;nuevo&#8221; modelo escolar, priorizando así la disciplina y la obediencia, así como la seguridad en el entorno escolar en lugar de aprendizaje y democracia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[escolas civis públicas]]></kwd>
<kwd lng="pt"><![CDATA[escolas cívico-militares]]></kwd>
<kwd lng="pt"><![CDATA[conservadorismo]]></kwd>
<kwd lng="pt"><![CDATA[apagão educacional]]></kwd>
<kwd lng="en"><![CDATA[public civil]]></kwd>
<kwd lng="en"><![CDATA[schools]]></kwd>
<kwd lng="en"><![CDATA[civic-military schools]]></kwd>
<kwd lng="en"><![CDATA[conservatism]]></kwd>
<kwd lng="en"><![CDATA[educational blackout]]></kwd>
<kwd lng="es"><![CDATA[escuelas públicas civiles]]></kwd>
<kwd lng="es"><![CDATA[escuelas cívico-militares]]></kwd>
<kwd lng="es"><![CDATA[conservatismo]]></kwd>
<kwd lng="es"><![CDATA[apagón educativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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