O Banco Mundial e as Políticas Educacionais no Paraná: análise do Projeto Multissetorial para o Desenvolvimento do Paraná.

Abstract

This Doctoral dissertation, linked to the research line Education Policies, History, and Organization of Education, of the Graduate Program in Education, aimed to analyze the enactment of the World Bank through the Multisectoral Project for the Development of Paraná, Brazil, in order to characterize the main trends of this project in current education policies. The research focused on the following question: How did the World Bank’s enactment, through the Multisectoral Project for the Development of Paraná, influence, and/or guide education policies in Paraná between 2013 and 2019? The issue addressed in the study pertains to the analysis of the World Bank as a political, financial, and intellectual actor, acting as a driver of education policies. The first chapter, through a bibliographical review, revisits the World Bank’s reflections in Brazil, understanding how economic agreements are forged, defending the hegemony of capital. From a Gramscian perspective, it discusses the World Bank as a collective intellectual, generating thought and action through ideas, conditionalities and loans, focusing its capitalist interests on developing countries. Additionally, it demonstrates how the Country Assistance Strategies serve as guiding documents for the Brazilian government. To materialize the conceptual reflections, the second chapter begins with a document analysis of the highlighted text “Multisectoral Project for the Development of Paraná,” using Monitoring Reports as a reference and exploring perspectives for education in Paraná and how they were implemented in practice. In the third chapter, the trends/influences of the Multisectoral Project for the Development of Paraná are analyzed, materialized through managerialist governance with a focus on large-scale monitoring and evaluation as the foundation for quality education. These documents present an ultra-liberal conception of education, supported by the strategy of meeting basic learning needs and by monitoring and controlling outcomes, especially evident after the rise of the governments of Carlos Alberto Richa and Carlos Roberto Massa Júnior. It is understood, therefore, that the conception of evaluation and quality in Basic Education for the World Bank—largely incorporated into the evaluation policy of the State of Paraná—and managerial governance are integral parts of a social project implemented by this international organization, whose initiative is based on the development of competencies and skills deemed essential for economic growth.