Proceed to command, learn to obey”: Antidialogical action and the teaching of History in the Brasilian Military Academy.
Historical narrative; Teaching of history; antidialogical action; Military Academy
This present work aims to investigate the teaching of History within the Brazilian Military Academy Based mainly on two main sources – the analysis of a book used as a aid material for “Brazilian military history” classes entitled “Introduction to Brazilian Military History” and a series of “final papers”produced by cadets in training – here we will delve deeper into the study of historical narratives present within the Military Academy. Knowing the impact that narratives of this type have in our social and cultural life and understanding the vitality of the meanings produced by them for the study of the formation of a common military imaginary and for the identity formation of cadets, the intention is to understand how such narratives influence in the preparation of Brazilian military officership.Furthermore, based on the understanding that the Brazilian Military Academy constructs certain representative signs in order to reintroduce the past in the present, we seek to observe how the cadets affected by these representations appropriated them and re-signified them. Understanding the education offered in this space as predominantly banking, the aim is to investigate how this antidialogical practice affected the cadets, the formulation of their work and what the possible consequences are for the production of knowledge within the Military Academy.