Instituto Estadual de Educação, Ciência e Tecnologia do Maranhão : a gestão escolar em tempos de parceria público-privada

Abstract

The present dissertation aims to analyze the conception of school management substantiated in the institutional documents that guide the functioning of IEMA, in the context of a public-private partnership. The research adopts the dialectical method and a qualitative approach, supported by bibliographical and documentary research. The consulted documents include the Foundational Charter, the Institutional Development Plan, the Institutional Pedagogical Proposal, the General Regulations of IEMA, the Operational Guidelines, and the Educational Management Technology (TGE) Handbook. The knowledge gap regarding the subject in question lies in the scarcity of investigations that deepen the analysis of the guidelines, principles, and values present in the institutional instruments of IEMA, aiming to identify business influences and dynamics arising from the public-private partnership in this specific context. Through this documentary approach, we aim for this study to stimulate reflections on the ramifications resulting from these elements in school management and the comprehensive education of students, thus contributing to a more comprehensive understanding of the functioning of IEMA. The results reveal that school management is a product and synthesis of factors that have influenced its transformation throughout history; the school management model adopted by IEMA, known as TGE, incorporates business values that distort the notion of emancipation in public and free education; the partnership with the Institute of Co-responsibility for Education (ICE) prioritizes meritocracy and increased productivity, at the expense of the comprehensive education of students; the pedagogical approach of IEMA focuses on learning to learn, diminishing the value of school content and the role of the teacher, placing more emphasis on the competencies and skills necessary for the labor market. The school management outlined in the institutional documents that guide the functioning of IEMA is oriented by democratic principles, comprehensive education, and community participation; however, this approach faces contradictions due to the influence of business values and the public-private partnership, which can compromise the full realization of democratic principles and a critical vision of education.