Contradições da relação público-privada na gestão das escolas públicas da rede de ensino de Manaus-Am

Abstract

The present doctoral thesis in education presents a study conducted with/in the management of the teaching network of the city of Manaus. Its main objective is to analyze how the implementation of the management model in the Manaus education network is made in the time frame from 2013 to 2020 aligned with the interests of neoliberal policies. The moving question that led the research consisted of: How has manaus's municipal education network materialized through public policies the implementation of a management model and how this logic is operationalized, based on the metrics of large-scale evaluations? It is defended the thesis that the growth of IDEB, in the historical series under study did not mean the improvement of students' learning of the Manaus municipal network, since the research found through the Student Perfornance Assessment (ADE) that a significant portion ofthe students of monstraram did not have acquired the basic acquaintances, which contradicts the high approval rate evidenced by the data reported by SEMED. The study was carried out in a district area (North Zone) of Semed /Manaus and took as a field of research four schools belonging to that zone. The research is based on a critical perspective by the bias of the dialectical historical materialism method, articulating the categories totality, contradiction and mediation discussed by Marxist theorists such as Lucáks (2015), Kozik (1976), as well as other authors who discuss educational policy aligned with this method, such as Gadotti (2013), Frigotto (2006, 2010), Freitas (2004, 2018), Azevedo (2008), Peroni (2017, 2021), Adrião (2015, 2016, 2018) Mourão (2005) and others. This is a qualitative research that related to field research brings as the main argument that the quality of education defended by neoliberal logic is covered with business interests that see in education a field of high value for investments that generates exclusion and that contradicts the sense of social quality, directly implying in the sense of quality of teaching. It can be seen that problematizing the neoliberal logic inserted in the management of primary schools in the field researched, through the dialectical historical materialist way, also implies operating in the criticism of the process dand entry of private companies in the Manaus network that begins to think and control pedagogical work and school management, through methodologies totally linked to the business sector. Finally, it is believed that the criticism present in the work is important and joins many other criticisms within the Amazonian context in which the signs of European colonization are still very present in the form of subordination and for us this analysis implies a process of resistance and constant struggle that begins with the unsealing of the educational reality that is presented with camouflaged data, causing deep chaos with the real sense of education and its quality, anchored in marketing principles.