A privatização da educação mineira via fortalecimento da relação público-privada: as implicações do modelo GIDE

Abstract

This research, linked to the research line “State, Policies, and Educational Management” of the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), investigates how the implementation of the Integrated Educational Management System (GIDE) under the administrations of the political party Partido Novo (2019–2026), in the state of Minas Gerais, has contributed to the consolidation of programs and practices of privatization in public education. The general objective was to analyze, based on official documentation and informational materials on GIDE, how its principles and theoretical foundations reinforce the rhetoric and mechanisms of educational privatization in state schools in Minas Gerais, during the administration of Governor Romeu Zema (2019–2026), with emphasis on entrepreneurial management practices and public-private relationships. The specific objectives were: (a) to understand the privatization of education in its conceptual, political, social, and organizational dimensions, with emphasis on the mechanisms of the entrepreneurial reform of education in Minas Gerais; (b) to analyze, through documentary sources, the principles, concepts, and guidelines that underpin the implementation of GIDE; and (c) to examine the program as a managerial tool strengthened in state schools during the administrations of Partido Novo. This qualitative research was carried out through bibliographic and documentary studies. The results indicate that Brazilian educational policies have adopted a public management model guided by managerial practices based on efficiency, control, and accountability. Within this context, the government of Minas Gerais implements GIDE as a model of strategic, results-oriented management, whose stated purpose is to improve educational quality based on Ideb indicators. It becomes evident, therefore, that the autonomy of school managers and teachers in pedagogical and administrative decision-making is undermined, thereby creating space for antidemocratic practices, subordination, and accountability pressures. These elements contribute to a reconfiguration of the objectives of schooling, distancing it from the conception of education as a process of integral human development.