NATIONAL PROGRAM OF CIVIC-MILITARY SCHOOLS AS A PUBLIC POLICY: A CRITICAL ANALYSIS

Abstract

This article examines the public policy of the National Program of Civic-Military Schools (PECIM), contextualizing its pedagogical and legal implications within the Brazilian educational system. There is an intense process of mediation between the crisis of education and the non-appropriation in the school space of the management of excellence in educational, pedagogical and administrative processes and the strengthening of human and civic values (hierarchy, structured curriculum, efficiency and productivity, obedience, armed peace and codification), as these lead to the impossibility of understanding the epistemological tasks of education,  placing on this expectations that do not belong to him, thus causing a discourse that reveals a posture of alienation in the face of society's broader problems. The objective is to analyze the influences of PECIM in education, focusing on the identities and freedoms of students. The methodology includes bibliographic research, analysis of educational legislation, reading of academic articles and examination of official documents related to the implementation of the program. The results indicate that PECIM may represent a setback by adopting an authoritarian, content-based and neo-technicist teaching model, where the centralization of the teacher's role is accompanied by a decrease in their autonomy. At the same time, public policy also reveals a distortion in investments, with educational resources being diverted to pay military personnel, which compromises the quality and democratic nature of public education. This diversion of resources contradicts the constitutional principles that defend a public, democratic and quality education, accessible to all.