Parceria público-privado entre o município de Dois Vizinhos – PR e o Sistema Aprende Brasil: implicações na formação continuada e no trabalho docente

Abstract

This research is linked to the Society, Knowledge, and Education Research Line, of the Postgraduate Program in Education (PPGE), of the State University of Western Paraná (Unioeste), Francisco Beltrão campus - PR. The subject is the public-private partnership between the Aprende Brasil Education System (SAB), offered by the Positivo educational group, and the municipality of Dois Vizinhos - PR. The general objective of the study was to analyze the use of the Aprende Brasil Digital platform in teacher training in a school in the municipality of Dois Vizinhos - PR. The method used was that of historical and dialectical materialism, and the research was characterized as a case study, with a qualitative approach. Ten questionnaires were administered in a rural public school in the municipality, with closed and open questions, to discuss the commodification of education through the SAB, relating it to the platformization of teacher training today, concerning the proposal for public-private partnerships. The data from the questionnaires makes it possible to verify the extent to which the use of the Aprende Brasil Digital platform implies regulation, control, and alignment of continuing teacher training and teaching work in the municipality. When evaluating the use of the SAB and the Aprende Brasil Digital platform, the participating teachers expressed a positive assessment of the material on offer. However, some aspects indicate the process of education management, because the textbook systems impose strict evaluation targets that teachers must meet, including a rigid calendar of evaluations and standardized tests. It was identified that the training revolves around guiding teachers through the need to cover all the content as a way of keeping up with the planning of the workbook systems, as well as encouraging good results in the assessment rankings. It is also understood that the training courses explore digital educational possibilities and active methodologies. The conclusion is that teachers are trained in how to plan and organize their lessons in such a way as to effectively combine the materials in the textbook with digital resources. From the critical perspective of neoliberal education, the teachers' positive comments about the use of the Aprende Brasil Digital platform can be understood in the context of school policy, which has changed to a business logic of control and management. The results show how the adoption of handout materials in the public school system seeks standardization and efficiency versus the need for teacher pedagogical autonomy.