(Im)possibilidades para a educação emancipadora: interpretações a partir da atuação da Associação Bem Comum na rede municipal de ensino de Vitória-ES
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Data
2026-02-24
Autores
Reis, Estér Marlene Gonçalves
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Universidade Federal do Espírito Santo
Resumo
his research focuses on the analysis of the role of the Associação Bem Comum (ABC) in its relationship with the State through Public–Private Partnerships (PPPs) in the provision of education within the municipal public school system of Vitória, Espírito Santo (ES), as well as their impacts and interferences in the construction of an emancipatory education. The study considers the advance of neoliberal rationality in Brazilian educational policies, especially from the 1990s onward, when such policies became strongly influenced by managerial and market-oriented principles, promoting the expansion of private sector participation in the formulation and implementation of public educational policies. The central research question seeks to understand how the Associação Bem Comum has operated within the municipal school system of Vitória-ES and in what ways public–private partnerships, guided by neoliberal rationality, affect the possibilities for constructing an emancipatory education. The methodology is based on qualitative research with a critical-analytical approach (Pérez, 2012), grounded in bibliographic review and documentary analysis procedures (Dorsa, 2020; Gil, 2002). The stages of theoretical-conceptual construction were developed based on the following core themes: neoliberalism and public–private partnerships (Laval, 2019; Libâneo, 2012, 2019; Freitas, 2018; Peroni, 2017), the right to education (Cury, 2002; Saviani, 2008, 2012, 2013), and emancipatory education (Adorno, 1995). The documentary research involved the analysis of documents such as national legislation, laws of the municipality of Vitória-ES, and guiding documents issued by the Municipal Government of Vitória and by ABC for the municipal education network. Data analysis was guided by the Content Analysis technique (Bardin, 2011), which enabled the construction of analytical categories addressing: neoliberalism in public schooling and its implications for the municipal education system of Vitória, highlighting the incorporation of business-oriented concepts into education through national educational legislation as well as local institutional regulatory frameworks; PPPs and the weakening of the State’s role in guaranteeing the right to education, insofar as privatizing logics are fostered through the expansion of social organizations’ involvement; curricular standardization and the loss of school autonomy, identified through the distribution of standardized instructional materials by ABC, such as Fluency Notebooks, Learning Pathways, and Activity Notebooks; large-scale assessments and the tracking of students, which reveal a curriculum defined by standardized testing; and, finally, neoliberal rationality and the (im)possibilities of emancipatory education, highlighting the obstacles to human emancipation within an educational context driven by market demands. By way of conclusion, the strategies adopted by ABC promote practices of standardization in educational pathways, relying on traditional, technicist, and mechanized teaching strategies, while also directing teachers’ work toward the achievement of externally defined goals and performance indicators.
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Neoliberalismo ,
Parceria público-privada , Educação emancipadora , Educação pública , Rede municipal de ensino de Vitória-ES , Neoliberalism , Public–private partnerships , Emancipatory education , Public education , Vitória municipal school system