Resumo

FARIA, Susana. Educational policies and organizational identities: ambiguities and hybridity. Sér.-Estud. [online]. 2017, vol.22, n.44, pp.21-40. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v22i44.924.

Several studies have shown that, all over the world, the changes induced by the new public management in educational field produced a hegemony of the entrepreneurial ideal of organization. From 1990 the school organizations becomes more bureaucratic because the investment in 'quality' was formalized, structured and connected with hierarchical structures. However we may not forget some identity features near to entrepreneurship, neither the professional pressure of the teachers. Reflecting on the identity transformation process of school organizations, we intent to demonstrate that in beginning of second decade of this century, schools are becoming entrepreneurial by the strength of the markets. That leads to a reorientation to accountability, to customer satisfaction and to search a favourable public image. Though, that doesn't means that school organizations are no longer bureaucratically managed and that teacher staff have stopped lobbying over the organizational practices.

Palavras-chave : Identity transformation; new public management; educational project.

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