Paraíba integral education policy networks: neoconservative and neoliberal flows and influences

• Autor(a) principal: Rodrigues, Ana Cláudia Silva
• Data de Publicação: 2020
• Outros Autores: Honorato, Rafael Ferreira de Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• DOI: 10.18593/r.v45i0.21782
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/21782
• topic: Políticas educacionais; Poder; Identidades; Neoconservadores; Neoliberalismo; Políticas educativas; Poder; Identidades; Neoconservadores; Neoliberalismo; Educational policies; Power; Identities; Neoconservatives; Neoliberalism

The objective of this research was to know the policy networks that influence the production of the educational policy of the Integral Citizen School program. The discussions start from the “new” logic and rationality of the Integral Education Policy of the Paraíba State Education Network and its relations with the political networks that guide the neoconservative and neoliberal agenda in Brazil. Thus, our locus is the Integral Citizen School Program, instituted by State Law 11.100 / 2018. The approach was qualitative and the method used was the ethnography of networks, associated with document analysis. As an instrument we used the semi-structured interview with representatives of the state government. The studies by Bowe, Ball and Gold (1992), Ball (2014, 2013) and Apple (2003) supported the understanding of the new forms of governance present in integral education policy and the sources of authorities. The analysis found that the partnership with the Institute of Co-responsibility for Education (ICE) made possible the management of integral education with neoliberal and neoconservative features from the standardization of schools and the homogenization of students using the discourse of a quality education, capable of forming social subjects with access to equal opportunities. We observe that the pedagogical bases of this network defend the economic advance and the rescue of principles and values with a view to the consolidation of a curriculum that forms for acting in the labor market, as well as the strengthening of the thought that reduces the education to the mere appropriation of competences and skills without the formation of autonomous subjects, but subordinated to economic capital.