A contribuição do Centro Latino-Americano de Administração para o Desenvolvimento (CLAD) na reconfiguração da gestão de sistemas públicos de ensino no Brasil

Abstract

In the 1990s, the intensification of social precariousness regarding schoolwork is a reality among all dimensions and levels of the Brazilian public educational systems, impacting basic, higher and professional education. Such increase involves both socioeconomic and political dimensions, with forms of expropriation, proletarianization and the political awareness downgrade from professors and employees of Brazilian school education. In relation to academic work, such downgrade means de-professionalization, as a movement of depoliticization and repoliticization materialized in the modifications within the nature of educational and teaching work. These changes legitimacy regarding Brazilian education possess the same ground as the counter-reformation of the Brazilian State. For that matter, the inefficiency of public administration and the lack of “quality” in providing “public services” will legitimize the administrative reconfiguration of the Brazilian State and its splits in the administration of public educational systems. The understanding of such changes gains broader outlines with the materiality of an organic crisis of capital, highlighted by the end of the 1960s and beginning of the 1970s. Based on this evidence, the counterreformation of the Brazilian State is characterized as a capital offensive or bourgeois reconstitution in order to maintain its political and social hegemony. In this capital offensive, the articulation of international bodies has been characterized as a moving front in defense of the bourgeois hegemony, highlighted by the development of the neoliberal project of sociability and by its mediation by the Third Way. Being part of an international bodies network, the Latin American Administration Center for Development (originally Centro Latinoamericano de Administración para el Desarrollo, CLAD) has been developing actions and formulations aiming at the “reform” of Latin American States. Considering these problems, we have defined as object the political pedagogy dynamics renewed by the actions and formulations of international bodies aiming at the reform of Latin American States and the Brazilian State with developments in the public administrative reconfiguration and the public educational systems. Subsequently to the object’s definition, we took as empirical basis the CLAD and Brazilian State actions and formulations, focusing on the managerialism dissemination in the Brazilian administrative and educational reconfigurations. Our goal is to explain CLAD’s political and ideological role in the counter-reformation of Latin American states, focusing on the administrative reconfiguration of the Brazilian State and its splits regarding the administration of Brazilian public educational systems. To that end, we will develop a basic research, of quantitative analysis, of exploratory nature, with the following research instruments: a) bibliographic review; b) data collection, primary sources analysis (government documents, legislation, sectoral and specific magazines etc.) and secondary sources. In conclusion, we highlight CLAD has been affirming itself as organic intellectual collective of capital, focusing on educating the Latin American States for a consensus about the current bourgeois project of sociability. With the goal to educate for a consensus, the pedagogical dynamics of this international body involves actions and formulations focused on the counter-reformulation of Latin American States through formation-qualification of frameworks within public administration, as political leadership formulators and political leadership diffusers of managerial ethos in all levels of such administrations. This way, the impact of those actions and formulations reverted to the naturalization and intensification of social precariousness of work in public administrations and Brazilian public educational systems.