Tecnologias de gestão nos documentos oficiais das escolas municipais de Fazenda Rio Grande (PR)

Abstract

The objective of this study is to understand how the management technologies, present in the official documents of the Fazenda Rio Grande Municipal Education Department, intend to influence the management of the teaching workforce in said municipality. Management technologies are intended to naturalize, expand, and conform to the habits and behaviors that bring the interests of capital into their interests. We demonstrate that the fundamental tool for this psychophysical conformation of the subjectivity of the worker is a special workforce, that of the manager, who in the Toyota production environment is conceived as a work force that must stimulate and conform the necessary habits in the other forces of labor, using psychological, sociological, educational and other instruments, with the purpose of increasing the production of more value of the collective worker, thereby also increasing the power of capital over the labor force and raising to new levels the real subsumption of force of individual labor to capital, which is not of individual free choice, but a material and socially constructed force, which standardizes and conforms new habits and behaviors as social sense in the individual. We start from the assumption that subjectivity is an integral part of objective reality, and at the end of this analysis of the apprehension of the concepts that guide the practice of management technologies in the productive environment, we analyze our object of study, which are the official documents that guide the work process in the municipal schools of Fazenda Rio Grande. Our research problem, therefore, is to investigate in what sense the management technologies intend to define the teaching work in the municipality, based on the official documents: Degree Plan and Career of the Magisterium (Complementary Law n. 48, of April, 02, 2012) and Fazenda Rio Grande Municipal Education Plan. The theoretical basis and category assumptions of Management Technologies were extracted from the analyzes and debates that we made of the authors: Marx (2010, 2011, 2013); Pinto (2011, 2013); Harvey (2013, 2014); Faria (1992); Mueller (2010); Tauille (2011); Gurgel (2003); and Gaulejac (2017). For documentary analysis we use the Content Analysis technique, according to Shiroma; Campos; Evangelista (2004); and Franco (2005). From the research, we conclude that behavioral and ideological management technologies and their ideological practices are transferred with relative autonomy from the productive environment of higher value to the unproductive environment of higher value, the public school. In the official documents it is clear the intention to transfer the solutions of the problems in the public education to participatory solutions of the faculty, in its form of democratic management of the school apparatus and of the committees of representation of the agents of the education. But what transpires in the documents is that the propagated democratic management of education is pseudodemocratic, as is participatory management in the productive system, because in both places democratic participation is to solve the daily problems of work, and the acceptance or not of the suggestions and opinions of the faculty is in charge of the municipal executive power. We also prove that the documents analyzed seek to stimulate cooperation between public school and civil society as the only way to creatively solve school problems. We conclude that these management technologies are used to build and shape a new workforce, in accordance with the needs of flexible and neoliberal capitalism, and that the transfer of management technologies to the unproductive environment is ideological rather than physical order.