A nova gestão pública em Goiás: relação entre as avaliações externas, as tecnologias de comunicação e as (trans) formações na gestão escolar no período de 2015 a 2023

• Ano de defesa: 2024
• Autor(a) principal: Farias, Rosângela Henrique da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Avaliação Externa,; Nova Gestão Pública; Políticas Educacionais; Tecnologias de Comunicação; External Assessment; New Public Management; Educational Policies; Communication Technologies; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; Gestão Pública - Goiás; Políticas Educacionais - Goiás; Comunicação e tecnologia - Goiás; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/44819; http://doi.org/10.14393/ufu.te.2025.5508

This research, entitled “The New Public Management in Goiás: relationship between external assessments, communication technologies and training as (trans.) formations in school management in the period from 2015 to 2023”, is linked to the research line Work, Society and Education of the Postgraduate Program in Education at the Faculty of Education at the Federal University of Uberlândia. Its aims to understand and analyze the Operational Guidelines that support the work of school managers in Goiás in the period from 2015 to 2023. The research will be carried out in articulated stages, covering bibliographical survey, theoretical research and analysis of official documents covering aspects related to the conception predominant management; the influence of external assessments and the relationship of communication technologies within the scope of management; the actions implemented by the State Secretariat for Education, Culture and Sport (Seduce) in favor of the results of these evaluations, as well as the fulfillment of the goals established by IDEB, among other aspects that may show how these evaluations and the use of ICTs have been interfering and/or modifying school management. The research is guided by the secondary objectives: to identify in the Operational Guidelines of the Education State Secretariat in Goiás in the last 8 years the public external evaluation policies that guide the manager's work; to identify among the means of work of the management team in the school units which one serves to communication technologies; to locate in official documents signs of dominance or autonomy in the school director's actions and, finally, to analyze the school management model that emerges in the context of new public management in Goiás. In the midst of this context, the research question is: What is veiled in public policies for the performance of school managers in Goiás? This role of school manager is based on two principles: acting as a representative of the State and the collective body of the school, and acting as an advanced peer in the institution. In this sense, this field of investigation was based on the following theoretical contributions: Braverman, Castel, Coutinho, Gramsci, Gamboa, Manacorda, Marx, Mészáros, Paro, Saviani and others. We opted for qualitative research in order to analyze the documents, thus we will use tables and demonstrative charts, then we will analyze the content, interpretation and construction of the discourse to respond to our general and specific objectives. The first chapter of this research presents how New Public Management emerges in Brazil and Goiás. The second chapter presents contextualizations of general assessments in Brazil – INEP and in Goiás, highlighting the ways in which they were instituted in Brazil. The third chapter presents the factors of complexification of the technology’s use in school management in Goiás. Finally, in the fourth and final chapter, the research data is analyzed and the performatization of school management in Goiás is identified: what the official documents reveal. In Brazil, in the 1990s, the NGP was established with the supposed professionalization of public servants, the democratization of access to education and democratic management as some of its principles. The analysis confirms the hypothesis that the figure of the school director is an instrument to capture results and statistics considered by governments to be extremely important for the development of education. From this perspective, the study shows the demand.