Parcerias em educação: implicações do enredamento entre as esferas pública e privada para a formação na educação básica

• Ano de defesa: 2023
• Autor(a) principal: Melguinha, Thatiane Oliveira Coutinho
• Orientador(a): Sass, Odair
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Marco regulatório; Parcerias em educação; Direito; Formação; Educação pública
• Palavras-chave em Inglês: Regulatory framework; Partnership in education; Law; Formation; Public education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/39737

In view of the rapid growth of partnerships in education, which are established through various legal instruments and under the justification of a possible contribution to the advancement in the quality of teaching and learning, this research sought to understand how partnerships developed in the municipality of Guarulhos modified the training ideal that guides educational policies in the municipality of Guarulhos, this one, expressed in the Curriculum Proposal Quadro de Saberes Necessários - QSN (Guarulhos, 2009; 2019). To this end, two forms of partnerships in education that took place between 2017 and 2021 were investigated. The first, consolidated by the Cooperation Agreement between the municipality and the Lemann Institute, and the second through the hiring of technical advisory services and the Carlos Alberto Vanzolini Foundation. The empirical research, based on studies and investigations of the critical theory of society, with emphasis on the concepts of formation and technological rationality (Horkheimer, 1991; Marx, 2017; Adorno, 1986; Adorno, 2012; Marcuse, 1969), was carried out by through procedures of observation and content analysis of publications and documents of the education network, referenced in the book As Estrelas Descem à Terra, by Adorno (2008), with complementary works by Cartwright (1974), Stone (1971) and Bardin ( 1995) and, still, by participant observation, having as reference the indications of Adorno (2001), Thiollent (1980); Heyns and Zander (1974). The confirmation of the research hypotheses consolidated the understanding that the training ideal that guides educational policies in the municipality, characterized, above all, by an emancipatory school education, was modified by the development of partnerships in education when its potential was reduced by technical rationality and technological that imposes itself, which is manifested in superficial actions, which do not favor the effective fulfillment of the curricular proposal in the education of students. The research highlights the intricacies of such negotiations, relating their objectives and promises to the results presented, helping to understand the social falsification of the contribution to the quality of public education in hiring and agreements similar to those investigated