O fechamento de turmas do ensino médio no município de São Gonçalo/RJ: repercussões da reforma gerencial do estado do Rio de Janeiro

Abstract

Although there is still a potential demand for access to secondary education for young people aged 15 to 17 years old, during the Sérgio Cabral and Luiz Fernando Pezão administrations, between the years 2010 and 2018, there was a retraction in enrollments in this stage of basic education, as shown by the educational indices for the period, with the largest retractions in enrollments for this stage in the southeastern region. Considering the problem presented, we started with the following questions: Why closing schools are interdicting the access of young people in the school system in the state of Rio de Janeiro and, in particular, in São Gonçalo? Which measures of the management reform that took place in the state of Rio de Janeiro, during the administrations of Cabral and Pezão, accelerated the closing of high school classes in São Gonçalo? Considering these questions, the main objective of this research is to analyze the repercussions of neoliberal policies for the field of education and the effects of management reform in the process of closing high school classes in the public school system of the state of Rio de Janeiro during the administrations of Sergio Cabral and Luiz Fernando Pezão. The dissertation is structured in three chapters. In the first chapter, we will present our theoretical and methodological approach, based on the dialectical historical materialism, and the research procedures, which includes literature review, based on productions whose themes are related to this research, collection and analysis of data from official agencies such as IBGE, MEC and SEEDUC/RJ, and the elaboration of thematic maps. In the second chapter, we will deal with the historical denial of the right to education of the popular classes and the lack of effectiveness of public policies to democratize high school education in Brazil. We also analyze the managerial reforms implemented by the Cabral and Pezão administrations, which contributed to the scrapping of the state school system. In the third and last chapter we present a cartography of the right to education in São Gonçalo, the relationship between local power and educational public policies, and the impacts of school closures on the youth of the city.