HOMESCHOOLING : AN APPROACH TO UNDERSTANDING ROUTINE, LEARNING EVALUATION, LAWS AND THEIR POTENTIAL FOR THE BRAZILIAN BUREAUCRATIC REALITY

This essay addresses the topic of homeschooling, attempting to bring the understanding of routine, learning assessment, laws, and their potential to the Brazilian bureaucratic reality closer. Its scientific relevance lies in the fact that it discusses with the academic community an educational model that would be a challenge, considering that special models of didactic application and assessment would have to be created to certify and validate its integrative, formative, and epistemological dimension. Its social relevance lies in allowing the exchange of information and presenting to the general public all the difficulties of its implementation in a society that has a legal system like Brazil's. This essay is produced based on studies of Athenian society and the conclusions presented by the philosopher Aristotle, comparing them with the current situation of political confrontation in which the country finds itself immersed. Formal education is a way of teaching citizens the norms and precepts that a given nation adopts as values inherent to itself, defending its ideology and its way of analyzing and interpreting the reality in which it is inserted. The school and its entire curriculum, duly organized, obey the particular interests of the society that surrounds it. This is how the State maintains control over all citizens and imposes its political-ideological agenda and its system of government and governance. Until education was managed by the State, in a compulsory manner, there was no type of conflict between public educational activity and that provided by families, through previously hired tutors who followed the guidelines set by parents regarding what should be taught to their children and their families. In order for homeschooling, carried out in its effective form, to be consolidated, it would be necessary to change the entire evaluation system currently used in the country, which is based solely and exclusively on counting the points that students obtain by answering innocuous questions correctly and which does not measure their real epistemic and empirical potential, much less prove someone's creative capacity.