Technical education in the state of São Paulo and public-private relations in curriculum policy: Paula Souza Center (1995-2018)ABSTRACT
This work aims to analyze the relations between public and private in technical education policy-making in the state of São Paulo and, more specifically, concerning the proposals for organizing the curriculum of high school technical education offered by Paula Souza State Center for Technological Education between 1995 and 2018. This study uses primary (government documents and those produced in the institution) and secondary sources (literature review). During this historical period of neoliberal management by the Brazilian Social Democracy Party (Partido da Social Democracia Brasileira) governments in the state, private agents have been observed to play an increasing role in the formulation, monitoring, and evaluation of the institution’s curriculum policies. This represents a peculiar process of endogenous privatization of technical education within the state public education system.
KEYWORDS
technical education; São Paulo state educational policies; curricular proposal; privatization of education
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The category “Other” in the Graph corresponds to the professional education courses for Initial and Continuing Training (Formação Inicial e Continuada ― FIC) in 1998; EJA courses (not integrated with technical courses), FIC, and specialization in 2008; and specialization courses in 2020. Source: Prepared by the authors based on the CETEC database, July 12, 2020.