Historical-Cultural Psychology in the Face of the Escalation of Fundamentalism in Brazilian Education

Objectives: This article aims to understand the support provided by Historical-Cultural Psychology for school education in confronting the rise of fundamentalism in the Brazilian social, political and educational context. Theoretical Framework: Theoretical references regarding the concepts of religious and political fundamentalism, the advancement of this phenomenon in the Brazilian political scenario and its impacts on basic education were analyzed. References on the contributions of Historical-Cultural Psychology to school educational practice were also gathered. Method: This is an exploratory article with a qualitative approach, using bibliographic and documentary research as a method and content analysis for data interpretation. Results and Discussion: Based on the theoretical framework, a movement of depreciation of the concept of plural, diverse and democratic education was perceived, which materializes in initiatives such as the Escola Sem Partido (School Without a Party), the idea of ​​“gender ideology” and the proposal for Home Education. These attacks aim to domesticate consciences in order to promote social relations based on fundamentalist moral rigidity, in favor of maintaining hegemonic powers and privileges, leading to setbacks in the guarantee of human rights. Research Implications: The research highlights the urgent need to invest in schools as a locus of cultural, ethical and ecological education for the formation of critical consciousness, believing in the potential of the appropriation of scientific knowledge as an element that transforms reality. Originality/Value: This study demonstrates the potential of Historical-Cultural Psychology as a subsidy for an emancipatory educational practice, capable of acting in the awareness of the educational community to confront fundamentalist setbacks.