“Ouro de tolo”: uma análise das estratégias de governo e seus efeitos — Programa de Educação do Estado do Rio de Janeiro (2011)

Abstract

In the view of the penultimate place in the Basic Education Development Index (IDEB), a changes package started to be developed in the public education of Rio de Janeiro state. The effects resulted from these changes are related to modulations in the control strategies of conformist conducts to a neoliberal lifestyle. In this perspective, the programs developed by the Education Secretary of Rio de Janeiro are aligned to an education entrepreneurship logic, dealing with a movement of subjective production. The notions of “governmentality” (FOUCAULT, 2008) and “implication analysis” (LOURAU, 1993) were important methodologic keys that enabled conceptual shifts and denaturalization of issues. This research, therefore, aimed to analyze the government strategies and the effects of the Education Program of the State of Rio de Janeiro, implemented in 2011. Along this route, documents such as ordinances, resolutions, deliberations, decrees, booklets, and manuals were used in a perspective of transforming them into monuments, that is, without trying to restore them based on what they say, or if the truth is said, but to understand them as productions crossed by power relations. (FOUCAULT, 2016). Likewise, news published on sites considered to be prominent were used to analyze the speeches that were being produced about the quality of education in Rio de Janeiro. In the search for bibliographic references that dealt with research related to the management model developed in the state network, I found sixty-seven dissertations that were analyzed from the perspective of knowledge production, that is, understanding the effects of these research to produce truth regimes about the effectiveness of management models. The way I used the Field Diary is a point to be highlighted, because my diary was not produced only with the research, but through memories and experiences, which, when triggered, shifted my gaze, my sensations, opinions, and reflections. The interviews were conducted through meetings for dialogues, without the rigidity of previously structured questions, allowing each interviewee to reflect on their practices. In this context, this thesis presents the research outcomes, so as to problematize the speech of truth produced by Education Secretary into a logic focused on the IDEB ranking increase; to analyze the conditions that allowed the implementation of the Education Program; to problematize the actions focused on exams as “Saerjinho” and on monitoring program as the “Integrated Management of School”; and to put into discussion the effects of the implemented changes, considering the possible opposed movements to the Education Program.