GESTÃO DEMOCRÁTICA: AS IMPLICAÇÕES DA RELAÇÃO PÚBLICO-PRIVADA NA EDUCAÇÃO EM JI-PARANÁ - RONDÔNIA (2015-2019)

Abstract

The thesis entitled “democratic management: the implications of the Public-private relationship in education in Ji-Paraná – Rondônia (2015-2019)”, whose problem refers to the existing relationship between the guidelines emanating from the partnership established between the municipality of Ji-Paraná and the Ayrton Senna Institute (IAS) executed through the Gestão Nota 10 program, and its interference in the effective democratic management in the period 2015-2019. This work is part of the History, Politics and Popular Education research line of the Graduate Program in Education, at the Federal University of Mato Grosso do Sul Foundation (UFMS). This process circumscribes at the neoliberal context under which social policies were created, including education, with the redefinition of the role of the State in municipal educational management as a landmark. The movement for the democratization of the management of municipal schools in Ji-Paraná gained strength with the approval of the Municipal Education Plan (PME) approved in 2015, which in its goal 16 deals with the democratic management of public schools in the municipal network. In 2019 was approved the Municipal Law Nr. 3.256/2019, which provides for democratic management in the administration of municipal public education in Ji-Paraná – Rondônia. From there, the researcher's concern to analyze how the guidelines of the IAS and the laws approved in relation to school management would be brought together, understanding that the partnership can constitute a critical point for the democratization of management. From this perspective, the structural crisis of capital and the emergence of the “third sector” are analyzed as a central aspect to understand the reforms that followed. The theme of public-private partnerships with the IAS is worked on from the axes of analysis: participation, autonomy, forms of appointment to the position of director and political pedagogical projects as instruments of democratic management in contrast to the guidelines of the IAS, which has its tentacles firmed in managerial management of a mercantile nature. The theoretical-methodological foundation was based on dialectical historical materialism, in order to understand the historical process in which partnerships materialize in the context of public education. The study is characterized by being a case study, whose privileged sources for data collection were centered on semi-open questionnaires intended for 50 (fifty) employees who worked in the schools surveyed, in the period in question, (teachers, principals, parents, supervisors and non-teaching staff) and, in the non-participant observation, the partnership established between the municipality of Ji-Paraná and the Ayrton Senna Institute (IAS) was based on the analysis. From the analysis, it results that the partnership hindered the realization of democratic management in a progressive perspective, since the school community is oblivious to the real problems of the school, the occupation of director positions continues to be by political indication, the management that is practiced is managerial in nature and, on the ideological political plane, the partnership assumes the social function of building the hegemonic model of the bourgeois class.