VIOLÊNCIA SIMBÓLICA E MILITARIZAÇÃO DA ESCOLA PÚBLICA: APROXIMAÇÕES A PARTIR DE BOURDIEU E FOUCAULT

Abstract

This article analyzes the relationships between symbolic violence, the militarization of public schools, educational management, and male domination, drawing primarily on the theoretical contributions of Pierre Bourdieu and, secondarily, those of Michel Foucault. The study aims to understand how the civic-military school model contributes to legitimizing forms of authority, discipline, and hierarchy associated with hegemonic masculinity within the school environment. The research adopts a qualitative approach based on bibliographic and documentary analysis, grounded in the examination of legislation, institutional regulations, and academic studies concerning civic-military schools. The findings indicate that the militarization of public education extends beyond the administrative and disciplinary dimensions of school management, constituting a symbolic process of producing and reproducing power relations. In this process, symbolic violence operates as a mechanism for legitimizing disciplinary practices and institutional hierarchies that shape school relationships, modes of coexistence, and the production of everyday forms of violence within the educational environment. Values such as order, obedience, control, meritocracy, and hierarchy acquire pedagogical and institutional legitimacy, reinforcing models of authority historically associated with the masculine sphere. Furthermore, the analysis demonstrates that the disciplinary practices embedded in the civic-military model directly affect bodies, behaviors, and school subjectivities, producing mechanisms of normalization, social control, and the reproduction of symbolic violence within the school environment.