MANAGEMENT FOR RESULTS AND CONTROL ACTIONS IN THE EDUCATIONAL PUBLIC POLICY OF SÃO PAULO

Abstract

In the perspective of internationalization of the modes of regulation of educational policies and school management, using authors such as Akkari (2011), Afonso (2013) and Paro (2012), this article aims to discuss São Paulo’s state educational public policy in the period between 2007 and 2018, for this purpose presents an analysis of the concept of management in the educational policy agenda of the public school state network of São Paulo, through qualitative research on the documentary source of programs current since 2007: “Reading and Writing”, “Quality of the School” and “São Paulo Makes School”, prepared by the São Paulo State Department of Education. The initiatives were justified with the narrative of improving the quality of teaching, limited to results in external evaluation and are characterized by a process of control of pedagogical work with the introduction of hyper-structured materials in all stages of teaching, prepared with public-private arrangements, association between educational index goals, student performance in external evaluation and bonus remuneration and the role of coordinating teacher as an executor of the curriculum under technical and standardized molds. The announced improvements alleged evidence the management for results public policy guided by centralized control mode in contrast to the prediction of active community participation and democratic management of education.