ABSTRACT
This article analyzes the new conservative demands articulated in educational policies for elementary and high school levels, focusing on the way in which this articulation has excluded democratic political activity through an authoritarian discourse. This analysis takes as a reference the proposal of the National Program of Civic-Military Schools, operating with the theoretical-discursive strategy proposed by Laclau and Mouffe. The analysis highlights the educational management logic defended in this Program, how this logic is constituted and the reasons why this happens. The article considers limited discourses based on the normativity and the affirmation of essentialist totalities for the contestation of this new sutured social dynamic and with different emerging political identities.
Keywords
Militarization of education; Democratic management; Theory of Discourse