O público privado no ensino médio: a nova política educacional para o ensino médio na rede estadual de educação do Piauí

Abstract

This Undergraduate Thesis (TCC) focuses on analyzing the new educational policy for secondary education in the State Educational System of Piauí, with an emphasis on the intensification of public-private relations and the curricular reorganization guided by the itinerários formativos (educational pathways). The research aimed to examine the impacts of these transformations within the state system, linking them to the historical and political processes of privatization and commodification of public education. The general objective of the research was to analyze the educational policy for secondary education in the state educational system of Piauí, with a focus on the intensification of public-private relations through the combination of the BNCC (National Common Curricular Base) and Law No. 13.415/2017 for secondary education. The specific objectives were: a) to identify and describe the main policies and programs which promote the inclusion of public-private partnerships in Piauí’s state secondary education system; b) to analyze how the implementation of these policies alters the curriculum and the conditions of secondary education in the state; c) to map the effects of these changes, considering the existing regional and socioeconomic inequalities in Piauí. The research adopted a qualitative, exploratory, and descriptive approach, using documentary analysis as the main methodological procedure. Federal and state legislations were examined, such as Law No. 13.415/2017 and Law No. 14.945/2024, the BNCC, and the Piauí Curriculum for the New Secondary Education (BRAZIL, 2021), as well as regulations from the State Council of Education of Piauí (CEE-PI). The theoretical framework was based on authors who critically analyze educational policies and the privatization processes in education, notably: Kuenzer (2017), who critiques the education fragmentation resulting from the educational pathways; Saviani (2011), addressing the structural duality of Brazilian education; Adrião (2018), who examines indirect privatization processes through public-private partnerships; and Fernando Cássio (2023), whose critique of the market-driven logic of the New High School supports the reflection on the limits and contradictions of this policy. The research results indicated that, although the implementation of the New Secondary Education in Piauí led to curricular reorganization and the formal introduction of educational pathways in all 224 municipalities, the process is marked by significant inequalities. It was found that pathway offerings are broader in schools located in urban centers, while in more vulnerable regions, there is a restriction of educational paths, which limits students’ educational opportunities and deepens socio-educational inequalities. Moreover, the study revealed that the intensification of public-private partnerships, exemplified by the Jovem de Futuro Program, introduced new management logics based on goals and outcomes, which strain school autonomy and may compromise students’ holistic development. Financial data analyzed showed that, despite investments in the policy, they are still insufficient to ensure equitable and quality implementation of the New Secondary Education throughout the state. The study concludes that although the implemented educational policy presents potential, it also raises concerns about its ability to guarantee the right to quality and equitable education, highlighting the need to revise and deepen implementation strategies—especially regarding the strengthening of public schools as democratic and emancipatory spaces.