Os movimentos de recontextualização da Política Compromisso Todos pela Educação na gestão do Plano de Ações Articuladas (PAR): um Estudo de Caso no município de Pinheiro Machado (RS)

• Ano de defesa: 2012
• Autor(a) principal: Voss, Dulce Mari da Silva
• Orientador(a): Garcia, Maria Manuela Alves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação
• País: BR
• Palavras-chave em Português: Reformas educacionais; Política Compromisso Todos pela Educação; Plano de ações articuladas; Gestão; Recontextualização; Discursos; Relações de poder-saber
• Palavras-chave em Inglês: Educational reformulation; All for Education Commitment policy; Articulated action plan; Management; Recontextualization; Discourses
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1676

The Thesis analyzed the reconstruction movements of the All for education policy on the Articulated Action Plan and the effects in scholar and teaching work, through a case study in the town of Pinheiro Machado, Rio Grande do Sul. This policy, created by the MEC, is constituted strategy to decrease the scholar failure and evasion and increase the IDEB, putting Brazil in the our country in the global education reformulation that support their discourse in the market neoliberal logic. The study was made on the Policies Cycle, proposed by Ball, and the discourse analyzes under a Foucault orientation, searching for an understanding of the inter-relations possible among the global and national reformulation movements in the education area and the discursive technologies that had an influence on the All for Education Commitment policy. On the searched context, the official discourse was recontextualized in a hybrid way, in a conflicted game of negotiation, exclusion and punishment. The local subjects were seduced by the possibilities that PAR has created of receiving more resources and increase the teaching conditions on the cities. The PAR action was marked by the adoption of control technologies and scholar and teaching work, mixed to client political practices on the decision processes, conditions inequality among the municipal net schools of education workers as well as teachers, who were engaged on performing conducts that come possible to reach the expected results.