PROGRAMA GESTÃO PARA APRENDIZAGEM: A ATUAÇÃO DA FUNDAÇÃO LEMANN NAS POLÍTICAS DE FORMAÇÃO EM REDES MUNICIPAIS DE EDUCAÇÃO

• Ano de defesa: 2018
• Autor(a) principal: SAKATA, KELLY LETÍCIA DA SILVA
• Orientador(a): Lima, Michelle Fernandes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Fundação Lemann; Parcerias público-privadas; Gestão e Políticas de Formação; Redes Municipais de Educação
• Palavras-chave em Inglês: Fundação Lemann; public-private partnership; Management and training policies; Municipal Education Networks.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1164

ABSTRACT The core objective in this research was investigate the acting by Fundação Lemann (FL) on the Brazilian educational policies, especially the Programa Gestão para a Aprendizagem - PGA in Castro and Ponta Grossa towns, in the state of Paraná. Thereunto, the chapter 1 problematizes the relation between the state and the educational policies, emphasizing the presence of private agents on the leading the educational policies through the public-private partnerships (PPP). It analyzes the municipal policies through a social historical perspective, highlighting the discussion about the non-development of a National System of Education - NSE and the municipality as federated entity, in order to unveil the emergency of private agents acting on the municipal context. It identifies the main private agents on the Brazilian educational scope and the academic researches which discusses the PPP in the municipal scope. Chapter 2 investigates the relation between the FL and the international organizations in the Brazilian context, its main programs addressed to the educational scope and its conception of education management and policies for continuing education. Finally, chapter 3 problematizes the PGA acting in Brazilian towns and states in Brazilian municipalities and in Castro and Ponta Grossa town, getting into the conceptions about educational management and policies of continuous education in both municipalities. Documental research was performed focused on 29 (twenty nine) texts and 37 (thirty seven) issued by FL and found through their websites, further the Partnership contracts signed between FL and Castro and Ponta Grossa towns and the PGA Selection Notices. The study identified: a) there is an addressment placed in Brazil of a society project based on market laws and neoliberalism, as well as the consonance with educational paradigm proposed by FL; b) the emergency of the strategy placed through the Third way materialized by the PPP, which que propagate the discourse of social justice, especially in the municipal scope; c) The acting of FL in Brazilian public education is beyond the public-private partnership (PPP), it interferes in educational policies, elaborates textbooks and improve itself in develop conferences, seminars and speeches; d) the conception of policies for continuing education proposed by FL is based on the discourse of training addressed to the emergency of leaders and managers from the classroom; e) the conception of management is the management for results, in which the proposal is the entrepreneurship in the school scope.