Parcerias público-privadas em educação: as organizações sociais e a gestão das escolas públicas na educação básica

• Autor(a) principal: Faria, Deyner Batista
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000000kvh
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10025
• topic: Parcerias público-privadas; Neoliberalismo; Educação; Organizações sociais; Public-private partnership; Neoliberalism; Education; Social organizations; CIENCIAS HUMANAS::EDUCACAO

This work was developed within the Postgraduate Program of the Federal University of Goiás, in the research line “Education, Work and Social Movements” with focus in the basic education in public schools under the growing idea disseminated by many government epresentants and other defensors of schools management made by private non-profit organizations, so called “Social Organizations” (SOs). They are seen by many as a way of providing better quality education based on the management of market principles given through competition, competition between institutions and students, as well as professional remuneration linked to productivity and better efficiency in education. operationalization, that is, the rationalization of financial and human resources. Research shows that this stems from a mindset that thinks education from the measurable numerical perspective of outcomes and ignores the various processes that lead to scientific and reflective knowledge about society. The research seeks to determine how neoliberalism and forms of managerial public administration (new public management), in the face of the productive crisis of the 1970s, led to the arrangements that shaped the new forms of school management through public-private partnerships (PPPs) and their growth in the educational field. The work also discusses about charters schools created in the United States in the 1990s and is relevant because it is the format that served as a management model advocated by some education reformers to be installed in Brazilian public schools. At the end, three cases of management by OSs in Brazil are presented, since one of them was the attempt to implement this model in the state public schools of Goiás and two other cases, in the city of Maringá-PR and in the state of Pernambuco, will be The experiences brought by these two localities are brought, that is, the incidence of the OSs in the management of the schools of their own public networks.