Educational reform in Acre: A hybrid model

• Autor(a) principal: Damasceno, Ednacelí Abreu
• Data de Publicação: 2011
• Outros Autores: Santos, Lucíola Licínio de Castro Paixão
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos Cenpec (Online)
• Texto Completo: https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/43
• topic: Educational Reform. Educational policy. Teaching Work. Education in Acre.; Educação; Ciências Sociais; Cultura; Reforma Educacional. Política educacional. Trabalho docente. Educação no Acre.

This paper looks at educational reform proposals that were adopted in the state of Acre, in the period between 1999 and 2009. It argues that these proposals took on a hybrid nature, in which there is a mix of two different guidelines: those of a more economic nature, fine-tuned using the principles and practices of new generationalism, and those of a more progressive nature, which are coherent with critical theories and in which education is seen as a form of social emancipation. To do this, policies were analyzed that dealt with training, careers and salaries for public school teachers in the state system, in an effort to learn about the different rationales, discourses, and political actions implemented in the reform movement in order to show their social dynamic. The conclusion is reached that under this hybrid model, the results of the reforms analyzed have proven to be quite positive and it is suggested that a more complete balance of these policies may only be achieved in the long term, through new investigations where the issue of social justice is considered as a criterion. Finally, this kind of study is seen as something that can only be done in a context where analysis is based not only on statistical data, but also on aspects that consider the educational process as a process of human formation.