TRAINING OF CEARAN SCHOOL MANAGERS IN THE CONTEXT OF PUBLIC-PRIVATE PARTNERSHIPS

Abstract

This paper addresses the formation of school managers in the context of public-private policies, whose theme has been gaining ground in the academic discussions of recent years. It analyzes the recontextualization process of the trainings of the managers of state high schools of the state of Ceará, in the scope of CREDE 10, Russas / CE, focusing on the formation by the Management Circuit method in partnership with the Unibanco Institute. In the construction of the theoretical framework uses the approach of the Policy Cycle proposed by Bowe; Ball; Gold (1992), around the idea of recontextualization, permeated by the notion of performativity, as an incentive to produce new institutional profiles, identifying the existence of a political context where “policy convergence” predominates (BALL, 2004). Such context seems to characterize the emergence of a new paradigm in the managerialist orientation of neoliberal governments in this new market possibility, especially in the State of Ceará. It analyzes the results of a questionnaire survey with six school managers from 2016 to 2018. As a result, it is possible to highlight control signals in Ceará education through the accountability policy and the performativity culture implemented in the public education paradigm. Ceará. Also, that the Management Circuit method is translated by the managers in the recreation of negotiation spaces between the different interests of the policy in question and the projects demanded in the schools. Finally, it considers that the recontextualization of policies, in the context of practice, points to possibilities of confrontation and resistance to educational and curricular policies in the current context.