O CURRÍCULO COMO GESTÃO E A DESIGUALDADE COMO RESULTADO: O caso da rede estadual paulista no período de 1995-2018

Abstract

The centralized guidelines for scholar curriculum assume an important role in the public policies for education in the so called New Public Management. Documents and specialized bibliography consulted in this paper revels some correspondences between curricular policies and managerialism as presented in the principal programs and projects implemented in the educational system of the state of Sao Paulo between 1995 and 2018. National and state guidelines for the scholar curriculum and their related educational policies were analyzed regarding the context of their arrangements and the central trends for the curricular policies in that time. As this paper concludes, a reversed process of curricular resolutions submitted to external testing appears as remarkable in the 1990’s. This subordination was intensified between 2007-2010, when governmental actions evaluate schools by the results of external testing, such as Saresp and Idesp. At the end, this logic of learning performance especially produces a fragmented mosaic which cultivates and deeps social inequalities and discriminations in the educational system of the state of Sao Paulo.