Ensino domiciliar no Brasil: uma face dos problemas afetos à escola pública contemporânea?

• Ano de defesa: 2022
• Autor(a) principal: Correia, Maria Inês da Silva
• Orientador(a): Derisso, José Luis
• Banca de defesa: Silva, João Carlos da , Both, Jorge , Silva, Luzia Batista de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Educação Domiciliar; Homeschooling; Desescolarização; Crise da escola pública
• Palavras-chave em Inglês: Home Education; Homeschooling; Unschooling; Public School Crisis
• Área do conhecimento CNPq: SOCIEDADE E EDUCAÇÃO
• Link de acesso: https://tede.unioeste.br/handle/tede/6261

The present research has as its central theme home education in Brazil in the last decade and its connection with the possible motivations of the practice, marked above all by the failure of the School institution. The general objective of the research is to raise elements for understanding the debate on homeschooling in contemporary Brazil in its relationship with public schools. Thus, we seek to enable reflections on the role of the school in contemporary times. The methodology adopted is based on qualitative and exploratory bibliographic research by classic authors who discuss the crisis of the 20th century public school in the face of today's demand for regulation of home edu cation. Still in this context, the scope of the recent decision, in 2018 of the Federal Supreme Court, which momentarily impedes this practice, is explored. In this work, homeschooling is presented as an alternative education movement carried out by par ents in their own homes has grown in recent years in Brazil. The Brazilian legal system, however, does not accept this form of education, in addition to providing for compulsory enrollment in an official educational institution for minor children, which makes these families outside the law. However, in addition to legality, this movement points to deeper issues, mainly linked to the school institution as a promise of social equality, especially through the cultural acquisition accumulated by humanity. At the conclusion of the research, it is expected that it may have contributed qualitatively so that collec tively, it is possible to reflect on the educational system as a way of constituting full citizens.