Empresariamento da educação e formação continuada de professores: um estudo sobre os projetos desenvolvidos pela Fundação Lemann (2002-2018)

Abstract

Considering the changes of the contemporary society and in order to follow them, a discourse according to which education needs to be transformed is disseminated, which is related to the changes of the labor world, towards educating individuals with abilities of performance in a reality of uncertainties. Teachers are supposed to be prepared to educate citizens for the 21st century, within a context of performativity and competitiveness. Many educational policies appear, thus, which seek to invest in the continued education of teachers for better results in wide-scale evaluations. These policies consider teachers as the main responsible ones for a good result. The centrality of knowledge and education makes out-of-school actors to get interested in schools; in this scenario, partnerships are proposed. And it is exactly in this perspective that this study sought to find out how continued education of teachers has been approached by the Lemann Foundation (LF) and which themes and discourses on education are disseminated in their annual reports. For such, a documentary analysis of seventeen reports of the Lemann Foundation was conducted. The main concepts that subsidized the analyses were performativity (BALL, 2014), neoliberal rationality (DARDOT; LAVAL, 2016) and entrepreneurism of education (DARDOT; LAVAL, 2016; LAVAL, 2019). The study of the empirical material was organized from two analytical categories: (1) identification and characterization of the Foundation through the analysis of their work in the educational context; (2) analyses regarding continued education of teachers and discussion related to the financial investments made by the LF. Among the main findings of the research are the following: the dispossession of knowledge and the transformation of teachers in appliers of educational materials; the reconfiguration of the education's content from the entrepreneurism of education; the performativity and the culture of performance as indicators of a supposed “educational quality”.