| Resumo: |
The 90`s is configured as an important landmark because of its environment built on principles of neoliberalism. During this period, Paraná state was also affected by neoliberal policies, as well as throughout the country, whose reform process was inaugurated under President Collor and perpetuated by FHC. In Paraná state, during Lerner government, resulted of these policies was marked as an intense period of privatization of public enterprises, outsourcing, obligation decentralizations and disengagement of the State, fiscal control, reduction and extinction of acquired social rights, etc. The state was marked by a strong influence and intervention of international organizations, in a speech grounded in democracy, a model of shared management. In 2003, arise Lula as Brazil president and Requião as Paraná governor until 2010. Establishes itself thus the promise of "change" to break out with the neoliberal dictates that were plaguing the country and also Parana state. From that moment, Paraná State began to experience a new kind of regulation, that despite the decentralization of speech, education policy had its formulation and centralized management at SEED. Based on such background, this dissertation aims to understand whether the private logic insertion mechanisms in the public sphere organization were highlighted in the Requião government and whether ruptures occurred in relation to Lerner Government and through what mechanisms expressed this school model management implemented in the State of Paraná, whose time frame is limited to the period 2003 to 2010. The methodology involved literature review, document analysis and interviews with a SEED representative and an APP representative, which performed their duties during the studied period. We believe that Requião government proposed to be democratic and sought to counteract neoliberal and marketing management, funded by international agencies, previously noted in the country and in the state reality. In this sense, two documents of his government expressed this quest: The Construction of the PEE (2003-2006), as a state policy, as it was originally presented; PDE and the State School (2007 - 2010), as a management tool. The construction process of the PEE / PR created moments and important elements in search of a quality public education, but did not alter the foundations that historically move the directions of educational policies. The PDE State School, as result of PDE from MEC "remodeling", though having a critical conception of education failed to eliminate their bases joined to systemic management model. Therefore, during Requião government there were ruptures and continuities with a social project dependent and favorable to capital. Requião government represented significant progress in education through management policies, supported in times through participation of the subjects toward building an education project itself for the state, reaching however in national and in their own government limits that could not to provoke profound changes, promoting change in appearance and not in the management essence, which historically carries in itself the concept of public education in the private logic as an alternative to achieve educational quality. |
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