As relações público-privadas no processo de implementação da política do novo ensino médio no Amazonas

Abstract

This research deals with the implications of Public-Private Relations in the process of implementing the New Secondary Education (NEM) policy in Amazonas. To this end, this work – of a theoretical-documentary nature – aims to analyze how Public-Private Relations tension the conceptions of a socially referenced public Secondary Education in the dimensions of work, science and culture. At the theoretical-methodological level, the categories – Totality, Mediation and Contradiction – of historical-dialectical materialism, outline the research path in all stages. The content analysis technique (Bardin, 2016) assists in the investigative process. The stages of such research are: bibliographic and documentary survey and organization and analysis of data. Regarding the first, we highlight the contribution of the aforementioned theoretical-methodological apparatus, especially for the understanding of the concepts of State (Mészáros, 2011), Expanded State (Gramsci, 2004; 2017; Castelo, 2013); Integrated High School (Ramos, 2008a; 2008b; 2012; 2014; Ciavatta Franco and Ramos, 2012; Pelissari, 2020; 2023); Third Way (Pires, 2015) and the Work-Education Relationship in Capital (Frigotto, 2000; 2001; 2009; Ramos, 2017; Castelo, 2013). Regarding the second, the main sources are the guiding and institutional documents of each empirical basis of the research, namely: Telefônica Vivo Foundation, Iungo Institute, Politize! – Institute of Political Education, National Service for Industrial Learning – SENAI, Mathema Group and the Natura, Sonho Grande and Co-responsibility for Education institutes, creators of the Escola Ativa Program, as well as the terms of technical cooperation signed by each one with SEDUC-AM. The choice of these private institutions corresponds to their actions in the effective implementation of the NEM in the State of Amazonas. The third and last exercise, corresponding to the analytical exercise, revealed the leading role of civil society organizations in the EM in Amazonas in the scope of continuing education, procedural and curricular management, and training itineraries, presenting the contradictions of the educational proposal of each institution, especially when the discourse of work as an educational principle apparently underpins such proposals, appropriating and re-signifying them in order to facilitate the paths to achieving such a leading role, which in its process tends to tension the public EM socially referenced in the dimensions of work, science, and culture. This is because the NEM becomes a result of changes in the current economic context and new technologies that refer to the obligation of flexible learning, summarizing work only as employment and specific economic action, disregarding its ontological meaning of human fulfillment and creation. Science, when it loses its sense of knowledge produced from processes mediated by human action or work and fails to consider the necessary integration between general and technical education, in addition to encouraging non-entry into higher education. And culture, when an “official” culture is assumed for the pedagogical-curricular basis and a lack of commitment to the values and norms that tend, in a cultural context, to guide social groups in their ethical, aesthetic, artistic productions, etc. is identified. Furthermore, it is also revealed that the leading role of business organizations, under the discourse of non-profit purpose, also gains space in the movement to raise public funds, as analyzed in the partnership between SEDUC/AM and Iungo, which manage, within the professional training of youth and through the discourse of developing the regional Amazon sustainably, to camouflage the main development of capital: the economic one. Concretizing, in this identified and analyzed leading role, the ideological and material domination of capital over Amazonian High School.