O Mercado da formação continuada de professores no Brasil: a presença do empresariamento social privado

Abstract

The objective of this thesis is to identify and analyze the actions of continuous formation of teachers offered in Brazilian public municipal networks by private institutions. It is presented as a methodological option based on the qualitative approach of documentary characteristic, the investigation of data and information of public and private official bases that provide evidence on the object of research from the systematics of the unit of content. It starts, therefore, from an analytical base that directs the look to the understanding of how much the political-economic and ideological mutations have influenced the continuous formation teacher. The analysis outlined here starts from the premise that the way to understand the reasons for the constitution of the current scenario of fostering public-private relations is not located primarily in politics, but rather in the exchange of goods. Therefore, it is understood in a broader composition that educational policy is carried out in the space of disputes between classes that compose civil society under the regulation of the State and which are marked by different moments and positions, in which it is hidden or reveals the predominance of economic arguments in the definition and direction of its issues. The results reveal the linkage of mercantile control invested by private social entrepreneurship (business organizations), through the convergence of managerial mechanisms for structuring the educational management of brazilian municipalities, regulated by multiple processes of composition of rules and inductive measures built by sectors outside the sphere of public management, but strengthened by the modeling of “consensus”, which are reaffirmed and promoted by entities such as UNDIME and CONSED, which have served to consolidate expectations regarding educational management, as if it were the local instance itself that was leading it as protagonist in non-conflictual processes. In this relation, the continued formation of teachers is assumed as one of the regulatory bundles, which serves as a means of strengthening political-ideological control, while at the same time it is a propitious field of promotion and growth of the items that make up the package of non-state management in the public space. Context that contributes to enhance the process of control of teaching work, in favor of a type of quality, a quality that is total. Circumstance that occurs through a demand “manufactured” by the market, that of the “duty to learn” tied to blame for the “unsatisfactory results” of performance. Therefore, the policy proposals for education have as central categories the definition of the educational task under an economic analysis, as criteria defining priorities and designing quality, based on the cost-benefit ratio. It is thus possible to perceive the ways of regulation in the processing of continuing teacher formation, in a way that is planned, executed and evaluated with a view to the implementation of policies formulated for education according to the business model, aimed at guaranteeing a type of education considered as more appropriate for the market.