Increasingly, school-based partnerships have been tied to education reform and the entrance of new private capital into the PK-12 sector. As a result, what may have been an at-will school-business partnership in the 1980s may today resemble an embedded multi-partner arrangement around professional development, teacher evaluation, or turnaround support. From curriculum to practice, and from human resources to operations, the notion of a simple YMCA after school partnership is being replaced by a new wave of collaborations focused on school improvement, integration, and scalability. The purpose of this investigation is to consider the historical context of public-private PK-12 partnerships and elucidate how recent policies emphasizing—sometimes mandating—collaboration between schools and outside agencies can lead to benefits and challenges for PK-12 leaders at the site level. A major challenge to school leaders is that they are relatively unfamiliar with managing partnerships in general, which leaves them even more unprepared to deal with new arrangements that are complex and reform-driven (Bennett & Thompson, 2011). This investigation introduces a new conceptual framework for understanding the environment in which school partnerships exist today. By coupling sources from a multitude of cross-disciplinary fields, such as urban studies, business, nonprofit management, and organizational theory, an effort is made to explain the emergence of this new system from both a historical and theoretical perspective. Further we introduce a proposed PK-12 Blended Capital Typology and methodology for analyzing how decision-making and accountability is shared between partners in these arrangements. Through a single sample case, our goal is to emerge with themes that will support additional research using this framework.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-12-11T17:09:10Z No. of bitstreams: 2 Versão Final - Tatiane Mateus.pdf: 2386876 bytes, checksum: 1f08eddc5b483839eb84e17fc9ff2566 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-12-11T17:09:10Z (GMT). No. of bitstreams: 2 Versão Final - Tatiane Mateus.pdf: 2386876 bytes, checksum: 1f08eddc5b483839eb84e17fc9ff2566 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-07-06 / This research shows how the ideology of meritocracy in liberal and neoliberal thinking is manifested in the conceptions and proposals for the teaching work in Brazilian education and, specifically, in the municipal network of Dois Vizinhos-PR in the period from 2013 to February 2018. The school, inserted in a capitalist society, by influence of this political and economic side, is now considered as a commodity. Thus, the nature of the problem of this research is part of this context, in order to analyze how the politics of meritocracy in the formation and in the teaching work is manifested. To this end, the "Partners of Education" Movement, which is designated as an entity of civil society, has been the subject of research and is the author of references for the elaboration of hegemonic educational policies. The purpose of this research is to understand the conception of meritocracy in training and teaching work in the "Education Partners", identifying the presence of this conception in the current National Education Plan as well as in teacher training, especially in the training proposal developed by Municipal Secretary of Education of Dois Vizinhos, State of Paraná. The methodology of the research was developed from the perspective of qualitative research, through the use of documental and bibliographic research. The following authors of the analyzes were used: Luiz Carlos de Freitas (2011, 2012), Gaudêncio Frigotto (2006, 2015), Dermeval Saviani (1987, 2001, 2005, 2007, 2010) Luiz Antônio Cunha (1980), Karel Kosik (1976). The principles of liberalism are briefly presented and how they justify meritocracy, which is at the origin of this doctrine. Through the ontological, epistemological and political foundations of this concept, meritocracy will be contextualized in times of neoliberal state and the establishment of new attributions to the teaching work. Subsequently, it analyzes the NGO (Non-Governmental Organization) "Partners in Education" and investigates the trend on the ideology of meritocracy in one of its documents: "The transformation of the quality of public basic education in Brazil", published in 2010, highlighting how the ideology of meritocracy and the proposals of the "Partners of Education" are materialized in the National Education Plan (2014-2024) with regard to the teaching work. Finally, an analysis of the continuing education of teachers in the municipal network of Dois Vizinhos-PR is carried out, revealing how the ideology of meritocracy is reproduced in this context. It is concluded that the ideology of meritocracy is a trend that has been consolidating in the continuous formation of teachers, from the educational policy of the Brazilian State to the specificity of the municipal network of Dois Vizinhos-PR. Its objective is to form the new human type suitable to neoliberalism and post-Fordism: the multipurpose subject, self-entrepreneur, individualist and competitive. To form this new human type in the public school, hegemonic educational policy requires the teacher training in the perspective of the pedagogy of skills - learning theory, while imposing the accountability to teachers for the results of education. / Essa pesquisa, mostra como a ideologia da meritocracia no pensamento liberal e neoliberal se manifesta nas concepções e propostas para o trabalho docente na educação brasileira e, em específico, na rede municipal de Dois Vizinhos-PR no período de 2013 até o mês de fevereiro de 2018. A escola, inserida em uma sociedade capitalista, por influência dessa vertente política e econômica, passa a ser considerada como mercadoria. Assim posto, a natureza do problema da referida pesquisa parte desse contexto, para analisar como se manifesta a política da meritocracia na formação e no trabalho docente. Para tal, tomou-se como objeto de investigação o Movimento “Parceiros da Educação” que, é designada como entidade da sociedade civil, e é criadora de referências para elaboração de políticas educacionais hegemônicas. O objetivo dessa investigação consiste em compreender a concepção de meritocracia na formação e no trabalho docente no “Parceiros da Educação”, identificando a presença desta concepção no atual Plano Nacional de Educação bem como na formação de professores, em especial na proposta de formação desenvolvida pela Secretaria Municipal de Educação de Dois Vizinhos, Estado do Paraná. A metodologia da pesquisa foi desenvolvida na perspectiva de investigação qualitativa, através do uso da pesquisa documental e bibliográfica. Utilizouse os seguintes autores de referência das análises: Luiz Carlos de Freitas (2011, 2012), Gaudêncio Frigotto (2006, 2015), Dermeval Saviani (1987, 2001, 2005, 2007, 2010) Luiz Antônio Cunha (1980), Karel Kosik (1976). São apresentados, sucintamente, os princípios do liberalismo e como estes justificam a meritocracia, a qual está na gênese dessa doutrina. Através dos fundamentos ontológicos, epistemológicos e políticos desse conceito, a meritocracia será contextualizada em tempos de Estado neoliberal e o estabelecimento de novas atribuições ao trabalho docente. Posteriormente, análisa a ONG (Organização Não Governamental) “Parceiros da Educação” e investiga a tendência sobre a ideologia da meritocracia, em um de seus documentos: “A transformação da qualidade da educação básica pública no Brasil”, publicado no ano de 2010, evidenciando como a ideologia da meritocracia e as propostas do “Parceiros da Educação” se materializam no Plano Nacional de Educação (2014-2024) no que diz respeito ao trabalho docente. Por último, realiza-se uma análise da formação continuada de professores na rede municipal de Dois Vizinhos-PR, revelando como a ideologia da meritocracia se reproduz nesse contexto. Conclui-se que a ideologia da meritocracia é uma tendência que vem se consolidando na formação continuada de professores, desde a política educacional do Estado brasileiro até a especificidade da rede municipal de Dois Vizinhos-PR. Seu objetivo é formar o novo tipo humano adequado ao neoliberalismo e ao pós-fordismo: o sujeito polivalente, empresário de si mesmo, individualista e competitivo. Para formar este novo tipo humano na escola púbica, a política educacional hegemônica, requer do professor uma formação na perspectiva da pedagogia das competências - teoria da aprendizagem, ao mesmo tempo que impõem a responsabilização aos professores pelos resultados da educação.