Políticas de accountability como estratégia para a consolidação do gerencialismo na educação pública cearense (2007-2014).

Abstract

This research analyzes the trajectories of accountability policies adopted by the Ceará State Government from 2007 to 2014, whose aim was to induce the region’s counties to adhere to the result-oriented educational management. The research objective is to understand the educational extent in the state government performance at building and consolidating the managerial model for public management, which in the Ceará State was denominated “Management by Results” (“Gestão por resultados”, also known as “Gpr”). Therefore, the dissertation studies the accountability policies institution in Ceará public education as of 2007, when the external evaluation system results started to be used as a parameter to award schools and counties. For this to occur, this research developed a historic-dialectic analysis of the State and education reform themes, in Brazil and Ceara, of the public management managerial model and the educational accountability policies. It was based on a bibliographical revision, which used mainly the authors: Coutinho (2006), Neves (2005), Martins (2007), Gramsci (2014), Freitas (2007), Harvey (2014), Freitas (2012), Frigotto (2010), Bonamino and Sousa (2012), Germano (2011), Nobre (2008), Gondim (1995), Afonso (2009), among others. It also employed an analysis of Ceará’s educational policy documents, referred in Evangelista (2012), that understands that such documents comprise books and texts, made both by the State and by International organs and organic intellectuals of the capital field, who represent their own interests. In face of the undertaken investigation, it is understood that there is a hegemonic project in course since, approximately, 30 years ago in Ceará public administration. Such project is regulated by managerialism and inspired by thirdway liberalism. In the educational scope, this hegemonic project, consubstantiated in the public management model based on external evaluation results, has contributed to the consolidation of a condition-oriented regimen of collaboration between Ceará State and its counties. Therefore, Ceará State acted as an educator by creating a favorable ambiance to accountability policies insertion in the municipal schools through financial induction and adhesion to the State Government policies by its counties.