Stable EMI research frameworks are needed to ensure that different areas in this multidimensional phenomenon are equally investigated (Dafouz & Smit, 2016). In order to develop such a research framework, we have examined the EMI research (1999-2018) at five European countries that are at different EMI implementation stages.
According to information from its website, the School Without Party Association (Escola Sem Partido) was created in 2004 as a group of parents and students organized for the protection of children against political and moral indoctrination in our schools (ESP, s.d.). Despite its description, the group has increasingly come closer to specific religious and political arms. These connections and actions of defamation and persecution of teachers have contributed to obscure the real problems of Brazilian education, to reify certain ideologies and to broaden the division of our society. Based on Street (2003), who discusses the idea of autonomous and ideological literacy, arguing that all literacy is ideological, the purpose of the presentation is to problematize the way the movement supports the notion of impartiality grounded on a binary, static and naturalized perspective that benefits particular groups of our population over others by imposing several discourses on others and contributing to the maintenance of a definite status quo.
