Gestão da educação de tempo integral na rede municipal de ensino de Santarém/Pa (2005- 2020): implicações da nova gestão pública

Abstract

The present work is the result of doctoral research that deals with the management of full-time education in the municipality of Santarém/Pará from 2005 to 2020 and its general objective was to analyze the implications of New Public Management in the full-time education management in the Santarém/PA municipal education network from 2005 to 2020, considering its approximations and contradictions. The methodological path is conducted based on the historical-dialectical materialist conception, covering survey and theoretical study, documentary research and consultations on public portals. The results demonstrate that New Public Management is a consequence of the restructuring of the state in the face of changes in the capitalist mode of production, which demanded a new form of public service administration, and was characterized as the introduction of principles and methods of private management in public Management. In Santarém, it was identified that full-time education materializes in two forms: the full-time school and the full-time student and that the expansion of the working day is strongly linked to the execution of federal government programs, the extinct Programa Mais Educação and Programa Novo Mais Educação. As initiatives of the municipal public authorities there are the three full-time schools: Irmã Dorothy Mae Stang, Frei Fabiano Merz and Escola Antônio Pereira da Silva and the three schools that work with complementary environmental education and arts activities: Escola da Floresta, Escola de Educação Ambiental Escola do Parque, Escola de Artes Prof. Emir Hermes Bemerguy. As for managerial management, we found that it was implemented in the Santarém education network, especially through the partnership between the Instituto Ayrton Senna and the Santarém City Hall and through the implementation of the Mais Educação and Novo Mais Educação Programs. Despite the specificities, contradictions, and approximations, both align with managerialist ideas, being grounded in a market-driven and market-oriented conception of education. Antagonistic to omnilateral education, which confirms the thesis ofthis work that the management of education within the assumptions of comprehensive education is incompatible with the demands of a results-oriented management, based on market-driven managerial principles as conceived by the New Public Management.