Escola sem partido” e “escola sem mordaça”: o (não)lugar da escola como um espaço de ciências e o conflito entre epistemologias do conhecimento

Abstract

The present graduation work in History by the Federal University of Santa Maria (UFSM) intends to investigate the present, and in dispute, epistemological views in the texts of the draft bills “Escola sem Partido” (2015) and “Escola sem Mordaça” (2019), understanding that such views also define the conception of school defended in each one. It is not rare that, when thinking about the meanings that the construction of historical knowledge assumes over time, we put this discussion apart from those that intend to think about the field of school education and the teaching of History. However, we understand that thinking about school education, paying attention to the proposals that involve the educational legislation and the disputes that are built in this area, has as a premise to glimpse its historicities and to take into account the processes of transformation of the epistemological basis of these discussions. Therefore, we want here to claim the task of understanding the disputes in the (theoretical) field of epistemologies of science and school teaching as an object of study of the sphere of historians. Methodologically, we intend to handle this issue by combining elements of bibliographic research and qualitative analysis of the texts of the above-mentioned bills.