As figurações na política estadual de educação em tempo integral no Espírito Santo

Abstract

The research focused on the relationship between the public and the private in the implementation of the policy of full-time education in the state public network of Espírito Santo, through the Escola Viva Program. The program is anchored in a fulltime school model inspired by the educational proposal of the Co-Responsibilidade pela Educação Institute. It also has the support of a Non-Governmental Organization related to the Capixaba entrepreneurship, Espirito Santo em Ação. In order to understand this relationship, we sought to investigate how the public-private relationship is configured in the implementation of the new model Of full-time education for the public education of the Espírito Santo state network, especially with regard to school management. Assuming as a methodological perspective the study of documents, this is a qualitative research, which sought to analyze the delineations that have been configured in the adoption of the public-private partnership in the implementation of the model of full-time school for high school. The presuppositions of Norbert Elias's figurative sociology were used as an analytical foundation, mainly to understand the network of interdependence that is established in human relations and the ways in which power, from social relations, manifests itself in human configurations. In our analysis, we identified a troubled social process in the implementation of the full-time school policy proposal, represented by the Escola Viva Program. The research results also showed that the proposed school model has as its central axis the managerial perspective, control and accountability, as well as a training aimed at achieving goals in standardized systemic assessments in educational indexes and the training of young people adapted to the requirements of the labor market