“Caça às bruxas” na educação contemporânea: a lei da “ideologia de gênero” e as ameaças á autonomia docente na Paraíba (2017-2018).

Abstract

This dissertation aims to analyze educational practices in defense of teaching autonomy in the municipal education network of three municipalities in Paraíba - Santa Rita, Patos e Campina Grande -, from the approved bills that prohibit the discussion of “gender ideology” in basic education. The period studied comprises the years of 2017 and 2018. It is a story of the Present Time bathed in the waters of Cultural History. As a methodological path, we focus on Análise do Discurso from Michel Foucault (2014), to analyze the narratives of the councilors proposing the aforementioned bills and the discursive constructions in digital media regarding the approval of these laws. Thus, the sources problematized in the structure of this text are the bills approved in the legislative houses, the interviews carried out with the councilors and teachers of the municipalities, the postings on social networks of people standing against and in favor of the approval of the law, the photographs of the manifestations of resistance by the teachers and the documents that govern Brazilian education, the Plano Nacional de Educação and the Base Nacional Comum Curricular. The categories that underlie our analysis are gender through the writings of Judith Butler (2019), body from Guacira Lopes Louro (2001), ideology from Alípio de Souza Filho (2011) and “gender ideology” according to Rogério Junqueira (2017). It is concluded that the law of “gender ideology” is configured as a way of hindering the teaching autonomy, making difficult the debate about gender and sexuality in the classroom, themes that are no longer covered by the school curriculum and that existed in the municipalities studied, various forms of resistance encountered by teachers to circumvent the law that prohibits the gender debate.