Abstract
Bill number 193, known as Escola Sem Partido, or School Without Parties, proposed in the Brazilian Senate in 2016, is designed to provide legal protection against the abuse of freedom of teaching, calling what teachers are doing in the classroom as ideological indoctrination. Observing the clashes over this and other bills being proposed in legislative bodies around the country, we are struck by the way ideology is treated in the text of the bill, in contrast with what is understood as scientific and political neutrality. Considering, therefore, that the bill is not dissociated from social praxis, this work draws on the theoretical assumptions of the French school of discourse analysis to analyze how Bill number 193 interacts with the current scenario and how it establishes a sense of belonging with discussions about ideology from other moments in history.
Keywords:
Sem Partido; Ideology; Neutrality; Political practice