Educational policy in the São Paulo state network and quality of education under the New Public Management, 1995 to 2018

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The objective of this article is to analyze the educational policy of the state of São Paulo between 1995 and 2018, based on the main government programs and projects and their implications for the reconfiguration of the state education system, considering several dimensions of the policy. It is a qualitative research that involved the collection and study of documentary and bibliographic sources and interviews with managers of the Secretariat of Education, with the theoretical framework of Gramsci's concept of integral state, focusing on public policies and New Public Management (NGP), being structured in three periods: 1995-2006, 2007-2010, 2011-2018. Among the main results, we highlight the consolidation of a concept of quality in school education linked to the measurement of learning in standardized assessments and under the logic of management for results that is based on the concepts of efficiency and technical rationalization specific to NGP. This educational policy has contributed to a reframing of the public school and the teaching profession in São Paulo. The logic of management and educational quality implemented through successive programs, projects and actions reorganizes the public meaning of the school, transforming it into a training space for specific skills and competences; and education professionals become service providers, less and less valued.


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How to Cite
Jacomini, M. A., Girotto, E. D., Barbosa, A., & Stoco, S. (2022). Educational policy in the São Paulo state network and quality of education under the New Public Management, 1995 to 2018. Education Policy Analysis Archives, 30, (27).
Author Biographies

Márcia Aparecida Jacomini, Universidade Federal de São Paulo

Doutora em Educação pela Faculdade de Educação da Universiadde de São Paulo. Professora do Departamento de Educação da Escola de Filosofia, Letras e Ciências Humanas da Universidade Federal de São Paulo.

Eduardo Donizete Girotto, Universidade de São Paulo

Professor Doutor do Departamento de Geografia da Universidade de São Paulo. Coordenador do Laboratório de Ensino e Material Didático e Membro da REPU.  

Andreza Barbosa, Universidade de Sorocaba (UNISO).

Doutora em Educação Escolar pela Universidade Estadual Paulista (UNESP) Campus de Araraquara, mestre em Educação pela Universidade de São Paulo (USP), graduada em Pedagogia pela Universidade Estadual Paulista (UNESP) Campus de Rio Claro e docente do Programa de Pós-Graduação em Educação da Universidade de Sorocaba (UNISO).

Sergio Stoco, Universidade Federal de São Paulo

Doutor em Educação pela Unicamp. Coorganizador do livro Escola pública práticas e pesquisas em educação, publicado pela UFABC, em 2020. Professor de Políticas Públicas e Gestão Escolar na Unifesp campus Diadema.

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