State and Education: analysis of the contexts and practices of policies in Pará aimed at school management

Abstract

The text focuses on the contexts of the policies and practices of school management in the state of Pará, aims to analyze what are the consequences for school management arising from public policies in the reality of Pará, oriented substantially by the logic of interests of private groups and fostered on the assumptions of public-private partnerships whose organization of pedagogical work meets the rationality of the market. Based on bibliographical and documentary research, the text seeks to verify the dynamics of the phenomenon from the theoretical framework on the subject and the analyses produced from studies on the problematized reality. The investigative path used made it possible to identify that the programs and projects in Pará foster a type of manager who is more in tune with the profile of a manager who controls teamwork and is less concerned with fostering teaching and learning processes that are meaningful to the diverse realities of schools in Pará, such as riverine, quilombola, urban and rural areas, which demand their own actions on the part of the collective and require a manager who mediates decisions and is not primarily responsible for school success, as the mercantile logic advocates.