Funcao social da escola e parcerias publico-privadas: avaliacoes de um projeto realizado entre 1998-2002

• Ano de defesa: 2006
• Autor(a) principal: Ferreira, Solange Antonia
• Orientador(a): Giovanni, Luciana Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: BR
• Palavras-chave em Português: Função da escola; Parcerias; Avaliação; Agências internacionais; Escola Estadual Paulista de Ensino Medio e Tecnico, Sao Paulo, SP; Parceria publico-privada
• Palavras-chave em Inglês: School function; Partnerships; Evaluation; International agencies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10488

This dissertation aims to describe and analyze legal devices and evaluations regarding a Project developed in partnership between a public school from São Paulo and national and international organisms, between 1998 and 2002, as well as their implications in relation to the social function of the contemporary school, according to the meaning attributed to the autonomy concept (institutional and individual concept) declared in speeches disseminated by the specialists, in the diffusion of political agendas. The research is orientated by the hypothesis that the partnerships from public-private nature, assembling a considerable technical-financial and pedagogic apparatus of assistance for proposed projects, seem to bring structural contributions (objective and subjective contributions) so that school and individuals would adapt to the current social structure, through a granted autonomy , endangering the social function of the public teaching institutions towards the formation of the critical and autonomous thought. Therefore, they contradict what is declared in the speeches that justify them. The documental analysis and its confrontation with the data from semi-structured interviews (with two representatives of the evaluated Project) were accomplished in 2005, having as a theoretical basis studies from the Critical Theory of the Society thinkers, especially Adorno (1955, 1972 and 1995), Horkheimer & Adorno (1973 and 1985) and Marcuse (1982), essentially for their contribution for the discussion regarding the ideology of the technological rationality and the education, as well as from authors as Popkewitz (1997), bringing the concept of rhetoric of participation ; Arantes (2000), with the concept of semantic lapse and Rosenfield (2004) and her concept of granted autonomy. Confronting the accomplished evaluations by the different partners, we observed as a result an ambiguous ideological speech on the autonomy, as in the school administration, as in the individual s formation, composed by an apparent consensus, through which terms and practices generated in the social movements tend to receive new meanings by the technicians of national and international agencies in an homogeneous way, in the search of being changed in public politics.