Gestão escolar e neoliberalismo : um estudo de caso a partir de uma escola cidadã integral

Abstract

This paper aims to analyze neoliberal values in school management, focusing on auditing logics, that is, the logics of monitoring and internal inspection evidenced from the specific case study of ECIT Daura Santiago Rangel. The objective was to investigate how these practices influence pedagogical and teaching work and autonomy, the relationship between management and teachers, as well as school dynamics. A qualitative approach was used, with semi-structured interviews (Beaud; Weber, 2007) conducted with members of the institution's management and teachers, in addition to document analysis and field observations. The aim was to understand the perception of managers and teachers about the control and evaluation processes that organize the school environment and pedagogical practice, since auditing logics, driven by accountability mechanisms and continuous monitoring, modify the organization of school dynamics, transforming the teaching staff into agents managed by monitoring, performance goals and efficiency. Thus, one of the motivations for carrying out this work is that, when researching the state of the art, it was identified that many studies focused on the influence of neoliberalism on school management do not delve into the dimension of values, perceptions, and the daily lives of managers and teachers regarding the dynamics of control and monitoring in the context of Integral Citizen Schools in Paraíba. From this perspective, the work is of a theoretical-practical nature, based on authors such as Christian Laval (2019), Michael Power (1997), Cris Shore (2009), Alves (2005), Brito (2018; 2023), Mendonça (2020), Peroni (1994), Silva (1996), Strathern (2000), among others. The research adopted a qualitative approach, considering that its focus is on the analysis and understanding of a specific school context. The results show that the adoption of the logics of auditing, control, and monitoring, characteristics of the business management model, resulted in significant transformations in the school environment. These changes have impacted pedagogical dynamics, curricular structure, monitoring technologies and relationships between teachers, administrators and students. The results of the study also highlight the need to rethink these practices, promoting a management model that is effectively democratic and aligned with the pedagogical and social needs of the school community.