A reforma da Educação Pública Paulista dos anos 90- O discurso oficial e ação prática do Governo Estadual para implementar a política do Banco Mundial

• Ano de defesa: 2005
• Autor(a) principal: Nunes, José Luis Feijó
• Orientador(a): Chizzotti, Antonio
• Tipo de documento: Dissertação
• 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: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação; Currículo; Reformas Educacionais; Banco Mundial; Escolas públicas; Reforma do ensino - São Paulo (estado)
• Palavras-chave em Inglês: education; Mundial Bank; reformulations in public education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9734

ABSTRACT In the 90ths, the implemented reformulations in public education by the São Paulo Government were introduced under a powerful pressure of modifying the miserable statistics of the elementary education in this state. The Secretary of Education used critical authors, as Paulo Freire, and old reclamations of social movements to implement changes in the education. The purpose of this paper is to contribute with the objective of clearing that those changes - besides of being supported by the speech of attending the poor population, the social inclusion and the democratization of the elementary education - had the main objective of fitting the public education to the exigencies of the Mundial Bank, in the new patterns of Neoliberal State, of the Capitalism of the XXI century. Thus, the methodology used was: the documental critical analyze and the speech used by those governmental actors, as theoretical support for the implementations of the prepositions of the teaching reformulation. At the same time, we analyzed the quotidian of teachers, pupils and school communities of a public school in São Paulo State, as a form of evidencing the differences existed between the established speech of the governments and the exercised practice by them in the state public schools. The analyze of the quotidian, the organization and the structure of São Paulo public schools intend to demonstrate the real intentions of those that promote changes. In the final consideration, we arrived to a first conclusive approximation of that we could call political and theoretical swindle of the proponents of the reformulations of São Paulo public education. There was an unfair appropriation of authors attended to the Critical Pedagogy, and of the social claims, to the formation of a supposed consensus related to the imposed rules by the Secretary of Education of the State. This allows us to detach that continues being necessary a theoretical claim, and a present analyze of the quotidian of the public schools, for the defense of a quality public education and for everybody.