A influência das parcerias público-privadas na formação continuada dos docentes de educação profissional da rede estadual do Rio Grande do Norte

Abstract

The present research aims to analyze the continuing education offered to teachers at the State Professional Education Centers of Rio Grande do Norte (CEEPs), based on public-private partnerships signed between the Secretariat of Education and Culture of RN (SEEC/RN) and social organizations linked to the Third Sector. The time frame covers the period between 2017 and 2019, when the first CEEPs were implemented in the state. Our work focuses on the work of the Institute of Co-responsibility for Education (ICE), the entity responsible for implementing the Full-Time policy and which designed continuing training materials for teachers. The methodologies it devised guide public education in several Brazilian states. The research locus is the State Center for Professional Education Professor Lourdinha Guerra, located in the city of Parnamirim/RN. The research, with a qualitative approach, was carried out through the exploration of bibliographic and documentary sources, and has HistoricalDialectic Materialism as its theoretical lens. The data collection instrument was the semistructured interview and, as an analysis technique, we used Discursive Textual Analysis (Moraes; Galiazzi, 2016), using Discourse Analysis (DA), with a Pecheutian aspect (Pêcheux, 2014; Orlandi, 2020), the analytical device. The analysis of the interviews was preceded by the analysis of the ICE Training Notebooks, also carried out through ATD. In the analysis of these documents, we chose as a priori categories neoliberalism, epistemology of practice and Human Capital Theory, identifying Managerialism in education as an emerging category. In the analysis of the empirical material, the a priori categories encompassed all those discussed from the Notebooks and, as emerging categories, we identified Interdisciplinary pedagogical practices and Subversive pedagogical practices. Other categories worked on in the research include categories from the theoretical framework, namely, Teacher Training, Public-Private Partnerships, Professional Education and Ideology in the work, which are, Mediation, Contradiction and Totality. The theoretical framework that supports the research groups authors such as Harvey (2008, 2011), Dardot and Laval (2016), Kuenzer (1999, 2017), Shiroma and Evangelista (2003, 2007, 2015), Curado Silva (2018, 2020), Peroni (2013, 2018) and Caetano (2018a, 2018b), among other authors. The research allowed us to prove that the training offered based on the ICE materials influenced the subjects, since the pedagogical practices developed by them strictly followed what was prescribed in the materials and there was no recontextualization of the training in the sense of developing contrary pedagogical practices. Only one of the subjects showed coherence between insertion in discursive formations contrary to those of capital and the development of subversive pedagogical practices. The others, basedon the theoretical device of analysis of the field of said, unsaid/implicit and silenced (Orlandi, 2018), understand that the ICE's performance as the only possible way in the implementation of full-time and its methodologies as a possibility of improving the quality of public education.