NEOLIBERALISM AND PRIVACY OF EDUCATION: TEACHER TRAINING AND THE RELATIONSHIP BETWEEN PUBLIC-PRIVATE PARTNERSHIPS

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DOI:

https://doi.org/10.5216/ia.v45i2.61147

Abstract

The article analyzes the privatization process of education effected by neoliberal reforms in Brazil since the 1990s and, especially in the continuing education of teachers, through public-private partnerships. The methodology adopted was a literature review. We note that these reforms signal the valuation of the private sector in the educational field as a strategy of guaranteeing the capitalist order, in which the market is presented as a regulator of social life, without implying the defense of equality and social rights. We conclude by proposing possible alternatives to think about education beyond capital, and the defense of a solid teacher education that will help them to be the organic intellectuals of transformation of their social environment, subjects of transformation, even in situations of extreme hopelessness.

 Keywords: Teacher Training. Public-Private Partnerships. Privatization. Neoliberalism

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Author Biographies

Mary Jose Almeida Pereira, Universidade Federal do Pará (UFPA), Belém, Pará, Brasil, mary.josi@yahoo.com.br

Doctoral Student in Education (2018), research line: Teacher training, teaching work, theories and educational practices of the Postgraduate Program in Education of the Institute of Educational Sciences of the Federal University of Pará (PPGED / ICED / UFPA). Master in Education, Graduate Program in Education, Federal University of Pará- UFPA. Research line: Educational Public Policies (2015), and Post Graduation in Methodology of Scientific Research from the State University of Pará (2007). Graduated in Pedagogy from the Federal University of Pará (2004). She is a researcher in the following research groups: Study Group and Research on Higher Education -GEPES / UFPA and the Study and Research Group on Educational Policy, Training and Teaching - GESTRADO / UFPA. Has experience in the area of ??Basic Education, acting in the pedagogical coordination, Vice Director and teacher of Higher Education, with emphasis on the following subjects: Educational Policies, Methodology of Scientific Work, Orientation of Course Completion, Didactics and Teacher Training. It is part of the Universitas Br Network and is associated with the National Association for Research and Postgraduate Education - ANPED.

 

 

Arlete Maria Monte de Camargo, Universidade Federal do Pará (UFPA), Belém, Pará, Brasil, acamargo@ufpa.br

Possui graduação em Pedagogia pela Universidade Federal do Pará (1977), mestrado em Educação Políticas Públicas pela Universidade Federal do Pará (1997) e doutorado em Educação pela Universidade Federal de Minas Gerais (2004). Realizou estágio pós-doutoral na Universidade Federal do Rio Grande do Norte. Professora Titular Aposentada da Universidade Federal do Pará, atuando no Programa de Pós-Graduação em Educação, Linha Formação de Professores, Trabalho Docente Teorias e Práticas Educacionais na condição de professora voluntária. Orientadora de mestrado e doutorado. Integra como líder os seguintes grupos de pesquisa: Grupo de Estudos e Pesquisas sobre Educação Superior -GEPES/UFPA e o Grupo de Estudo e Pesquisa de Política Educacional, Formação e Trabalho Docente - GESTRADO/UFPA. Tem experiência na área de Educação, atuando principalmente nos seguintes temas: Formação de professores e trabalho docente na educação básica; Currículo, formação e organização institucional e acadêmica da educação superior. Integra a Rede Universitas Br e é associada da Associação Nacional de Pesquisa e Pós-Graduação em Educação -ANPED e Associação Nacional de Política e Administração em Educação - ANPAE

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Published

2020-10-03

How to Cite

PEREIRA, M. J. A.; CAMARGO, A. M. M. de . NEOLIBERALISM AND PRIVACY OF EDUCATION: TEACHER TRAINING AND THE RELATIONSHIP BETWEEN PUBLIC-PRIVATE PARTNERSHIPS. Journal Inter-Ação, Goiânia, v. 45, n. 2, p. 300–316, 2020. DOI: 10.5216/ia.v45i2.61147. Disponível em: https://revistas.ufg.br/interacao/article/view/61147. Acesso em: 2 jul. 2024.

Issue

Vol. 45 No. 2 (2020): O Financiamento da Educação no Brasil pós golpe de 2016

Section

Dossier Articles

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