Implicações das parcerias público-privadas na educação infantil: gestão compartilhada e a reconfiguração do trabalho docente

Abstract

The present thesis is part of the research line in “Public Policies in Education, Formative Processes and Diversity” of the graduate program in Education by the University of Oeste Paulista - UNOESTE, and it is aimed to understand the relationship between the themes regarding the study of public-private partnerships in their different configurations, precisely in the shared management modality, and the implications of these partnerships in the teaching work. As specific objectives, it is sought to: 1) analyze the historical development of the public-private relationship in the context of neoliberalism in Brazil and its implications for education; 2) understand how the public-private relationship happened in the early childhood education in Brazil, especially the partnerships established in cities of the state of São Paulo; 3) map the studies that address the theme of public-private relationship in early childhood education in the domestic scientific production in order to define the aspects that specify the poor work of this professional; 4) observe, at the level of partnerships, how professional relationships take place and their consequences in management and 5) analyze working conditions (wage, escalation, valuation, training) of teachers who worked in partnerships between the city government in São Paulo and the private sector. Thus, in order to achieve the objective, a research was carried out in an inland city in the state of São Paulo, where a partnership between the city government and a private institution under shared management was analyzed from 2015 to 2018. The theoretical and methodological framework used as the explanatory basis of the phenomenon was historical-dialectical materialism. As for the methodological procedures, they were as follows: review of the relevant literature by means of survey, selection and analysis of articles, theses and dissertations in specialized databases, documentary study, and semi-structured interviews with educators who worked at the partner institution. The research confirmed the hypothesis that public-private partnerships intensify the scarcity process of teaching function by the so-called flexibility in labor relations, which eliminate social rights from the teaching category, extends the workday, enhances de-professionalization, and decreases wages, thus reducing the value of the workforce and consequently the living conditions of teachers.