Banca de DEFESA: CARLOS HENRIQUE AVELINO VEIGA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CARLOS HENRIQUE AVELINO VEIGA
DATE: 25/08/2020
TIME: 14:00
LOCAL: Link: https://conferenciaweb.rnp.br/events/defesa-de-dissertacao-de-carlos-henrique-a-veiga
TITLE:

Militarization of public schools in the context of state management reform

KEY WORDS:

State Administrative Reform; Managerialism; Shared Public Management; School militarization; Educational management; Quality of Education.

PAGES: 234
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Administração Educacional
SPECIALTY: Administração de Unidades Educativas
SUMMARY:

The militarization of public schools has become an alternative public policy for the educational area in several Brazilian states and most of the partnerships established from this process are being carried out with the military police, although there is a significant portion of partnerships with the Corps. of Military Firefighter and with the armed forces. In recent years there has been a significant increase in demand and the transfer of public education units managed by military institutions. In 2015, the schools included in this program totaled 94 teaching units, in 2018 there were 184 schools and, for the 2020 academic year, the number jumped to 254 schools. There is a prospect of militarization of other public education units in some Brazilian states until the end of the 2020 school year, for example Rio de Janeiro, where there are plans to militarize another 30 public schools, not to mention the National Schools Program Civic-Military that proposes to implement militarization in 216 public schools by 2023. This process takes place in a situation marked by the reform of the State as a result of the bourgeois recomposition in the face of the organic crisis of capital. In this investigative proposal, we took as object of analysis the different institutional arrangements used to enable the management of public educational establishments by military corporations in the country, starting in the 1990s. Our goal is to explain the relationship between administrative reform of the state and the spread of shared management of public schools with military corporations in the country. For this, four investigative fronts were activated: 1) mapping the occurrence of the phenomenon at the national level; 2) characterization of the dynamics of militarization of public schools in the country; 3) indication of the main impacts of the militarization of public schools on the management of public education systems; 4) examination of the management models established with military corporations, in order to explain different types of strategic planning developed by the governments of states of the federation that adhered to this management model. We took the universe of 254 militarized public schools in the country as an empirical reference until the beginning of the 2020 school year. It is a basic research, of qualitative analysis, with an explanatory approach, which falls under the category of documentary type of research, although it is worth a survey done through questionnaires applied to managers of militarized schools. From a literature review on the subject, it was possible to verify the existence of few critical works on the militarization process of public schools and no work with the same objectives and / or clipping of the object of analysis similar to our research proposal. From the data analysis, we found that the most recurring themes were: 1) that the Brazilian states that have the most consolidated educational programs in shared management with military institutions are: Goiás, Minas Gerais, Bahia, Roraima, Amazons, Tocantins and Rondônia ; 2) excessive rigor in the application of social norms and conduct based on military order and discipline; 3) the collection of monthly fees for the titles of volunteers; 4) vacancy reserve stocks; 5) support from part of society. The analysis led us to the conclusion that the managerial reform of the State, in view of the perspective of maintaining bourgeois hegemony, has enabled the implementation of public-public and public-private partnerships based on the militarization of public schools as a strategy of social control over most vulnerable populations in society through the use of coercion, to the detriment of mediation and convincing. For this, military pedagogy is used as a strategy and they find in the most impoverished segments of the working class the fertile environment for building consensus around the idea that military pedagogy is an alternative to guarantee access to quality education.

BANKING MEMBERS:
Presidente - 1528893 - JOSE DOS SANTOS SOUZA
Externo à Instituição - BRUNO DE OLIVEIRA FIGUEIREDO - FAETEC
Externa à Instituição - VANIA CARDOSO DA MOTTA - UFRJ