Os impactos das políticas neoliberais na rede municipal de ensino de Jacarezinho-PR (2022–2024)
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2025-03-26
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Universidade Estadual do Norte do Paraná
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This study investigates the impacts of neoliberal public policies on the Municipal Education Network of Jacarezinho, in the state of Paraná, during the period from 2022 to 2024. Considering the field of public education as a territory of ideological disputes, and recognizing that we live in a capitalist society, we found in Historical-Dialectical Materialism, from Marx and Engels, the path to understanding the municipality’s Educational Policies beyond appearances. The procedures adopted consisted of bibliographic research and documentary research. The documentary research analyzed bills, legislation, and agreements. Throughout the entire process, our research maintained a predominantly qualitative nature. We organized the work into five sections. In section 1, the introduction, we present the researcher, conceptualize public policies and the role of the State, and announce the other parts that make up the study. In section 2, we address general aspects of neoliberalism and the theoretical foundations that sustain its educational policies. In section 3, we present the Municipal Education Network of Jacarezinho, Paraná, including the municipality’s history, geographic aspects, the presence of the Black population, and Afro-Brazilian Culture. In section 4, we analyze the situation of municipal education, identifying and categorizing neoliberalism in the Municipal Education System—its theoretical and methodological bases, principles, ideas, and strategies—focusing on four laws: Law No. 4,193/2022, Adopt a School; Law No. 4,214/2022, adhesion to the Paraná Intermunicipal Consortium of Education and Teaching (CIEDEPAR); Law No. 4,308/2023, Selection/Appointment of School Principals for municipal schools; and Law No. 4,421/2023, which establishes the Career, Position, and Salary Plan of the Municipal Public Teaching Staff of Jacarezinho. In section 5, we highlight our educational product aimed at municipal teachers: a Pedagogical Guide (e-book) entitled NOT Everyone for Education: Resisting Educational Neoliberalism, which discusses the educational context—threats, challenges, and alternatives—using objective language and artistic resources, while also proposing spaces for debate and discussion to support teachers’ continuing education. We found that educational neoliberalism is leading the municipal network toward a process of privatization and corporate-style management of public education. The Municipal Department of Education, Culture, and Sports of Jacarezinho (SMECE) and the Municipal Education Council (CME/Jacarezinho) are not exercising their duties and responsibilities in managing the Municipal Education System; instead, they are controlled by the interests of CIEDEPAR, with direct participation from representatives of the local Executive and Legislative Powers. From a Gramscian perspective, CIEDEPAR functions as a private apparatus of hegemony, implementing corporate educational reforms in partnership with the city’s mayor, Marcelo Palhares (PSD), a leading figure, supported by the city councilors and their respective parties, who act as intellectuals—except for one councilor from the Workers’ Party, who serves as an organic intellectual of the working class. From this complex social relationship, favorable conditions emerge for the advance of neoliberalism over the management of municipal public education. In this scenario, municipal schools are subject to adoption; the proposed process for selecting principals undermines the perspective of democratic management; and the new Municipal Teaching Career Plan—approved in record time without debate with the category or with the Paraná Teachers’ Association (APP-Sindicato)—will worsen the working conditions and career paths of teachers. We conclude that political education is the path toward building class consciousness among teachers, thereby enabling the pursuit of another kind of education—truly democratic, with school and pedagogical autonomy, focused on human development, of quality, and accessible to everyone.
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Educação, Educação Básica, Gestão e Planejamento, Neoliberalismo, Empresariamento, Rede de Ensino de Jacarezinho PR