Família e escola: a instrumentalização do conceito de família tradicional como elemento da política de direita no Brasil

• Ano de defesa: 2019
• Autor(a) principal: Silva, Dalmo Radimack
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Democracia; Educação; Escola; Família; Política; Democracy; Education; School; Family; Politics; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18932

This research deals with the concept of Traditional Family in its relationship with Education instrumented by Sections of Right in Brazilian Politics as a mechanism of maintenance of a structure of society guided by the Patriarchal / Capitalist order. Thus, this study aimed to analyze how the traditional Family defense discourse obeys an ideological, political and educational order in view of maintaining the political status of submission to the order of Capital. This research is characterized as descriptive, exploratory, comparative, bibliographical, with historical method and based on elements of Historical and Dialectical Materialism, having as references: Arruzza (2015), Cisne (2015), Frigotto (2017), Freire (2006), Mészaros (2005), Saviani, (2008). The defense of the Traditional Family is the guideline of several political campaigns in Brazil, making a challenge the way it interferes in the direction of Brazilian Democracy. On the one hand, in the process of development of an individual, there is the Family Institution that positions itself as a primordial entity because it is the first point of contact between a person and reality, and it mediates the way in which one begins to interact with providing a first set of beliefs and values about understanding and social structure, configuring a possibility of interpretation as well as a symbolic ordering of personal and social reality, having as a continuation of this formation the School as the first space of social coexistence outside the environment and where social class identity processes begin. On the other hand, on this institution, the symbolic understanding returns that produces a perception of its condition of pretensive naturalness and consubstantiality to humanity. It finds in the religious sectors a strong point of support and defense. Precisely at this point, the Family Institution, understood as a symbolic arrangement touches another symbolic universe: that of religion. With the intertwining between religion and Family, more precisely the Christian religion, the Family came to be represented by the concept called Traditional that became a political instrument and sacralized guidelines were co-opted by it. Thus, the defense of the Traditional Family, the resistance to the Gender debate in Schools, as well as a structure of interlace between people, is the search for maintenance of a set of ideas that shapes a style of society, shaping lives. The understanding of Traditional Family in the scope of ideology, allows the perception of the role played by it in the reproduction and maintenance of a model of social arrangement. It is concluded that it is this conception of Family that underlies the educational process so that Education begins to debate between a humanizing perspective and a maintenance of the current status of society in which the acceptance of diversity is constituted as one of innumerable and immense challenges.