Pacto pela educação : o cumprimento da agenda neoliberal em Goiás e a militarização das escolas públicas

Abstract

This work is a result of the research developed in the Interdisciplinary Graduate Program in Education, Language and Technologies, of the Campus of Socio-Economic and Human Sciences, State University of Goiás - UEG, at Anápolis - Goiás. This research is based on the perspective of historical materialism, with documentary sources. This work – based on the theoretical and methodological studies that contemplate the centrality of education in contemporary societies – aims to understand the Pact for Education, established by the state of Goiás in 2011, whose assumptions include the process of militarization and outsourcing of public schools. The main objective is to identify, in its guidelines and goals, the reasons that underpin the decision of the Government of the State of Goiás to adopt the militarization of schools as a strategy of educational policy. In this sense, the management of the schools by the Military Police is contextualized within the framework of the restructuring of the capitalist system and as a preamble for the implementation of the public / private partnership through the Social Organizations (OSs). The actions of the State, for the implementation of the Pact for Education, is in tune with the neoliberal logic and market needs that demand a school based on the new patterns of accumulation. This position of the State is in line with the guidelines of the international organizations for the economic stabilization of Latin countries defined by the International Conference on Economic Affairs of 1990, from which emerges the Washington Consensus, responsible for a supposed recovery of capitalism. Faced with the essentially exclusionary nature of the educational reform in Goiás, it is observed that the improvement proposals presented in the document, public education network in its entirety, rather it establishes competition as the rule to leave thousands of children out of school considered unfit or unable to meet the new demands of schools outsourced. All this, besides showing the conceptions that take away the universal character that public education must contain, leaves no doubt as to the interests of the development of education aimed at forming the critical and autonomous spirit of man.