O Programa Ensina Brasil e a rede de fabricar docentes : instrumentos da política neoliberal

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Data
2024-10-23
Autores
Santos, Kefren Calegari dos
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Universidade Federal do Espírito Santo
Resumo
This study looks at the Ensina Brasil program, an initiative of the NGO of the same name which, as part of the global Teach for All network, aims to train leaders in the field of education. It investigates the origin, organization, development and implications of this program for the teaching profession, with the specific objectives of: a) mapping the emergence, development, relations and functioning of a network of new actors and non-state organizations linked to the program; b) analyzing the production/circulation of ideas, norms, values and/or policies for the teaching profession through this program; c) analyzing the implications of this established political network and its discourses/practices for the teaching profession. The study is part of the field of educational policy research, adopting a pluralist theoretical perspective, with multiple references that allow us to approach the complexity of the object of study and understand it in the context of neoliberal educational reforms. It prioritizes two approaches: a) the critical sociology of policies, with emphasis on Stephen Ball's studies on policy mobility, global educational policy, privatization and performativity; and b) the sociology of public action, especially the cognitive approach to policies and its notion of referentiality. It employs network ethnography as a methodological tool to trace relationships and movements in Ensina Brasil, using the strategy of “following the policy”, with systematic research on the Internet, mainly on the website and social networks of Ensina Brasil and its partners, as well as analysis of normative-legal and bibliographic documents. The results were organized into three chapters: a) a systematic review of the literature; b) the institution of the Ensina Brasil program in the states and municipalities; and c) mapping the political networks and the process of making and governing the neoliberal teacher subject. The conclusion is that the Ensina Brasil program is a political network for manufacturing teachers, and is the effect and instrument of neoliberal educational policies. It emerges to catalyze and advance neoliberal educational reforms in the country and deepen privatization in and of education. It can be seen that the programme fulfills three central functions: it provides professionals for funding and partner organizations, especially non-state ones; it disseminates a neoliberal teacher subjectivity through the “power of example”; and it creates business opportunities. The operation of Ensina Brasil is akin to a business, manufacturing the “teacher-leader” through the hybridization of professional discourses and practices. This hybridization, together with the flexibility and superficiality that characterize the development of this “new professional”, leads us to call him or her a hybrid-generic professional, with a mobile identity, networked and project-based work. The Ensina Brasil program is not limited to an alternative teacher training model, although it is one. And, to that extent, it fulfills the task of “destabilizing” the historical political and cultural tradition of teacher training in Brazil, by circulating a model that radicalizes the emptying of its theoretical-critical dimension and moves it outside the scope of higher education institutions
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Palavras-chave
Ensina Brasil , Teach for All , Política educacional , Neoliberalismo , Subjetividade docente , Educational policy , Neoliberalism , Teacher subjectivity
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