Conservative policies in the school context and teacher autonomy

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.15.15335.069

Abstract

This article discusses some strategies developed today by conservative political movements, in the form of projects such as the “School without a party” and campaigns against the so-called “gender ideology”, which undermine the professional autonomy of teachers and threaten the right to public, free, secular education and universal access. The central hypothesis is that these campaigns have found a school environment quite weakened by the policies of teacher accountability that are based on a unique discourse on the quality of education, in school management based on objectives, guided by the precepts of the private economy. The attempt was to understand this process within a broader political framework that explains the change in conservative orientation in government policies, but which finds relative popular support.

Keywords: Conservative policies. Education. Teacher autonomy.

Author Biography

  • Dalila Andrade Oliveira, Federal University of Minas Gerais

    Professora Titular da Faculdade de Educação e do Programa de Pós-Graduação em Educação da Universidade Federal de Minas Gerais na área de Políticas Públicas e Educação. Bacharel em Ciências Sociais (1986) e mestre em Educação (1992) pela Universidade Federal de Minas Gerais. Doutora em Educação pela Universidade de São Paulo (1999). Pós-doutoramento na Universidade Estadual do Rio de Janeiro (2005), na Université de Montréal, Canadá (2005-2006) e esteve como Fellow Visiting no Instituto de Educação da Universidade de Londres - IOE (2014- 2015). Esteve como professora vistante em diferentes universidades estrangeiras, entre elas, Universidade de Lisboa e Universidade do Minho (Portugal), École Normal Superieur (Lyon, França), Universidad de Buenos Aires, Universidad Nacional de San Luis e Universidad de Lujan (Argentina), Universidad de Vic (Espanha), Université de l'État du Haiti, Universidad La Salle (Colômbia), Universidad Autonoma do México (UNAM), Universidade de Chile (Chile) e outras. Foi coordenadora do Grupo de Trabalho "Educación, politica y movimientos sociales" (2006-2009) e membro do Comitê Diretivo do Conselho Latino-americano de Ciências Sociais (CLACSO) (2012-2014). Presidente (2009/2013) da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd). Coordenadora geral da Rede Latino-americana de Estudos Sobre Trabalho Docente (RedEstrado) entre 2003 e 2018. Coordenadora da International Research Networks (IRNS/WERA) Education Policies and the Restructuring of the Educational Profession Facing the Challenges of Globalization. Coordenadora da Sessão de Educação da Latin American Studies Association (LASA). entre 2016 e 2018. Autora e co-autora de vários livros e artigos em periódicos nacionais e estrangeiros, desenvolve estudos e pesquisas com ênfase em Política públicas em educação, gestão escolar e trabalho docente na América Latina. Pesquisadora PQ 1A do CNPq e atualmente coordenadora do CA-Ed/CNPq.

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Published

2020-06-28

Issue

Vol. 15 (2020): Publicação contínua

Section

Seção Temática: Políticas conservadoras na Educação Básica

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How to Cite

Conservative policies in the school context and teacher autonomy. Práxis Educativa, [S. l.], v. 15, p. 1–18, 2020. DOI: 10.5212/PraxEduc.v.15.15335.069. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/15335. Acesso em: 11 may. 2026.

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