Navegando por Assunto "Responsabilidade social empresarial"

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Acesso aberto (Open Access)
Educação e responsabilidade social empresarial (RSE): o projeto Trilhas, do Instituto Natura, na Rede Municipal de Ensino de São Miguel do Guamá/PA
(Universidade Federal do Pará, 2018-12-05) MARTINS, Aurea Peniche; SANTOS, Terezinha Fatima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
The research addresses EDUCAÇÃO E RESPONSABILIDADE SOCIAL EMPRESARIAL (RSE): O Projeto Trilhas do Instituto Natura na Rede Municipal de Ensino de São Miguel do Guamá/PA. It analyzes the implementation and implementation of the "Trilhas / Natura" Project in the Municipal Education Network and its consequences for the planning and execution of the local public educational policies. The question is how the "Trilhas / Natura" Project is implemented and implemented in the Municipal Network in São Miguel do Guamá and what its consequences for the planning and execution of local public educational policies? The hypothesis raised is that the "Project Trails" of Natura implements and implements within the municipality the logic of Public-Private Partnerships (PPP's) in education, and in this way removes the public character of education, applying management principles derived from logic business. The theoretical-methodological reference of the historical-dialectical perspective aims at this research. The proposed methodological path is anchored in field research. As a research technique, we used bibliographical review, document survey, and semi-structured interviews with the subjects involved in the research. The results are in line with the research hypothesis, since the "Trilhas Project" is implemented in the Municipality without a formal contract and due to this, the division of specific responsibilities between the Municipality and the Natura Institute is not clear, since the implementation to project implementation. The municipality adapts to the project and not the other way around. We conclude that in the scope of PPPs in education, the State is strengthening the Capital. The criticisms of this logic are restricted to the theoretical field, because the educational systems are accepting, since they are immersed in the scrapping of the public and thus they become hostages of the "awards" of the PPP's. Finally, the democratic state, which ought to take care of public interests, does not do so, in the analysis of Marx as a "committee of the bourgeoisie".
Acesso aberto (Open Access)
O público e o privado na gestão da escola pública brasileira - um estudo sobre o programa “excelência em gestão educacional” da Fundação Itaú Social
(Universidade Federal do Pará, 2013-03-27) BRAGA, Simone Bitencourt; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
This study aims to analyze the implications of the "Excellence in Education Management" of Itaú Social Foundation in managing the Brazilian public school, in terms of theoretical and methodological guide for the documents contained in agreements signed. To that end, we made a documentary research that, through content analysis, attempted to analyze the documents relating to this program. The analyzes showed that the model developed management advocated by Foundation Itaú in Brazilian education is that of the American charter schools, schools financed by the public sector but managed by the private sector. Such schools are presented as having significantly improved educational indicators in the U.S. However, it was found that the reality does not match the one presented by the Program in Management Excellence because the management model based on market parameters, which combines concepts like quality, participation, decentralization, autonomy and evaluation of the idea management resources for the productivity of the education system was not able to improve the American educational system. On the contrary, it has further aggravated the crisis of public education in that country. In Brazil, there have already been experiments in this direction and the analyzes of charter schools that were introduced in Pernambuco revealed that they adopt in their management standards managerial brought from the business world. Therefore, it contains the introduction of market rules from management such as those of goals and results, merit payment for teachers and generalization of evaluation tests, among others. In this context, school autonomy is understood as having increased accountability of teachers and principals for the success or failure of the school, and especially the manager as leader of the whole process. Furthermore, in these schools there are not pedagogical autonomy because the pedagogical project is designed according to productivity criteria previously defined by the responsible program partners (PROCENTRO). The participation that develops in this context is nothing more than a mere process of cooperation, single initiative, adhesion, obedience to the decisions that are taken from top to bottom. Obviously, this management school system does not contribute to the democratization of power relations and cultural formation.