Da ‘Denúncia ao Anúncio freireano’ Uma perspectiva multinacional da formação do gestor público em Escolas de Governo: contributos da concepção crítico-humanista

Abstract

This research aims to identify the political-pedagogical conception that predominates in the government schools surveyed and, from this, to investigate the existence of critical-humanist development actions (courses, seminars, workshops) that emphasize the ethical-political dimension in the training of managers. The study was guided by the hypothesis that the predominance of training courses of an essentially technical and utilitarian nature silences ethical-political themes that are dear to the body of civil servants and to society in general. In this sense, they end up promoting a leadership model that is too technical-operational, making managers less skillful at building quality socio-professional relationships and causing harmful impacts on workers' health. We based our analysis on Paulo Freire's (1980; 1987; 1996; 2019) theoretical-methodological assumptions of dialogicity, participation and autonomy, with support from the Gramscian categories of conformism, inventory and catharsis (1982; 2001), and Thompson's categories of experience (2002), understanding that a critical-humanist education serves as a way of tensioning the dominant pedagogy and of human emancipation, even if it is limited. This is qualitative research, with historical-dialectical materialism as the theoretical-methodological paradigm. In the empirical field, we chose the techniques of document analysis, interviews and participant observation, using content analysis as our methodology. The results confirm the Pedagogy of Competences as the political-pedagogical conception that predominates, extensively, in leadership training in all the schools. However, the data shows internal movements, acting on the ‘margins’, which force debate and action in the opposite direction, with the potential to grow and conquer space. In concluding this study, we recognize the urgent need for an in-depth analysis and a more substantial debate on the subject of management training in the country and the contributions that a critical-humanist perspective brings to the state and society.