A ação do Instituto Ayrton Senna na gestão das políticas educacionais: alianças sociais e legitimação do gerencialismo na educação

Abstract

In the scope of the Brazilian education system, particularly since the 1990s, a significant presence is observed, of new providers from civil society, in partnership with governments, establishing a set of private initiatives - but with a public role aimed at formulating and managing public policies for Education, under the allegation of the ineffectiveness of the State to generate public resources and reduce the high levels of school failure. Since then, the Instituto Ayrton Senna, as a legitimate representative of the Third Sector, has played a key role in this task, through the implementation of programs in partnership with governments of the majority of Brazilian States and municipal districts, and the constitution of strategic social alliances with business and financial sectors and foundations. Faced with the representativeness and scope of operation of this organization, this study seeks to analyze the contexts and texts that gave rise to, and support the proposal of the Instituto Ayrton Senna (IAS), and its network of strategic social alliances and partnerships in the management of Brazilian public education polices. This qualitative, document research used, as its main source, information in the public domain, available on the website of the Instituto Ayrton Senna, as well as documents of other national and international bodies and/or institutions with which the IAS has established strategic alliances. The Policy Cycle Approach , based on the works of Stephen Ball and Richard Bowe, offered methodological support for the study, enabling a critical analysis of the networks, solutions and programs introduced by the IAS in the management of educational policies, within the scope of formal education, from the initial formulation, at macro level, through to its implementation in the processes of micro-politics. The studied demonstrated the effective role of the Institute in the international dissemination of ideas, recommendations and solutions for education in the country, based on a wide network of relationships, a vision that essentially focuses on results-based management, and a firm proposal for exchange between the State and nonstate public sectors. This strategic social alliance has been crucial in the construction and dissemination of new models of governance and new relations between education and the economy