O PROCESSO DE PRIVATIZAÇÃO DAS POLÍTICAS EDUCACIONAIS NOESPÍRITO SANTO DE 2015 A 2018: IMPLICAÇÕES PARA A EJA

Abstract

This study deals with the privatization process of educational policies and its implications for Youth and Adult Education (YAE) during the period 2015 to 2018 in Espírito Santo state, Brazil. The main objective is to analyze the influence of global policies, incorporated by the government's political project between 2015 and 2018, seeking to understand their historical interweavings, examining the mandate, capacity and governance for education and analyzing the relationship of these processes with the dismantling of YAE in ES. The epistemological basis comprised authors who have studied Globalization and the Structured Agenda for Education – such as Dale, Robertson (2008, 2009), Shiroma (2011); as well as on the State and its reconfiguration – Gramsci, (1978, 1980), Dale (2004, 2006), Ball (2014) and Peroni (2017, 2020). To enrich the debate, we dialogue with the thought of Paulo Freire, in his epistemology and politics interconnection: “Education in favor of whom? Against who?”, and his conception of “society in transition”. The option for a mixed methodology combines discursive analytical research (Fairclough, 2001, Van Djck, 2018) based on critical discourse analysis, with document analysis and ethnography of networks, based on a set of written materials (graphically or electronically) referring to educational policy in ES, in addition to searches on websites, blogs and social networks of institutions connected to the High School and YAE innovations. It also involved working with YAE microdata (2015-2018) extracted from the National Institute of Educational Study and Research Anísio Teixeira, in addition to the educational microdata available at the Educational Microdata Platform of the Federal University of Paraná. The results found show that the Espírito Santo state, when incorporating the New Public Management, opened more space for the policies of the IOs, either through financial loans or discursive borrowings. As a result, there was a reorganization in the ES YAE form and offer, which we call dismantling, as it included the closing of schools, classes and shifts as well as the expansion of Digital YAE and the creation of ES YAE blended model. The closures occurred throughout ES, but there was an increase, mainly, in places close to the schools where Full-Time Schools were implanted, which, in turn, suffered great reductions in the number of students. This fact led us to reformulate one of the hypotheses raised, and to confirm others, with emphasis on the fact that the reorganization of YAE comprises the educational index policy, influenced by IDEB and the evaluation policy arising from the OECD, therefore, the awarding of the best high school in the country, given to ES in 2017, was achieved in the same period in which these changes were made.