VERTIGOING SCHOOL DEMOCRACY: LEGAL AND PSYCHOLOGICAL ASPECTS BEFORE MILITARY EDUCATION

Abstract

The militarization of public schools in Brazil is considered a socially controversial issue, as on the one hand it would be a process of uncritical education, guided more by fear than respect, but which, on the other hand, has the intention of working in the student, qualities important non-cognitive ones, such as discipline, teamwork, hierarchical respect. Its study is justified when rules for joining the school militarization program were defined by Decree No. 10,004 of September 5, 2019 (BRASIL, 2019, p.1), based on the idea of an ideal policy to combat violence in the school environment, however, with a conservative and regressive look in relation to values preexisting social This article aims to carry out a reflection in the legal and psychological scope on possible social, physical and psychological impacts that the public policies of implantation of the military model in the public school, as well as its social interpretation, can cause in the lives of students, yet to know how this relationship would take place in the education of values. A qualitative literature review was developed to describe the importance of non-violation of human and constitutional rights. For that, scientific articles published in the last 20 years, books, e-books, websites, electronic magazines, all addressing questions about the implantation of the militarized model of education in Brazil, the problems presented by the proposal in the bias of public schools, aiming at understand the complexities of ideological values impaired in the teaching-learning process.