<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692023000100302</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v17i0.86090</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa Acelera no Estado de Goiás: lógica da flexibilização subtendida aos interesses do Instituto Ayrton Senna (IAS)]]></article-title>
<article-title xml:lang="en"><![CDATA[Acelera Program in the State of Goiás: the logic of flexibilization subtended to the interests of Ayrton Senna Institute (IAS)]]></article-title>
<article-title xml:lang="es"><![CDATA[Programa Accelera en el Estado de Goiás: la lógica de la flexibilización sujeta a los intereses del Instituto Ayrton Senna (IAS)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brazorotto]]></surname>
<given-names><![CDATA[Cíntia Magno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Flávio Bezerra de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Grupo de Estudo e Pesquisa em Política Educacional - Greppe/Unicamp  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Planejamento e Orçamento do Ministério da Educação  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692023000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692023000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692023000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem por objetivo debater as relações de trabalho docente observadas no Convênio de Cooperação assinado entre a Secretaria de Estado de Educação do Estado de Goiás (SEDUC-GO) e o Instituto Ayrton Senna (IAS) por meio do programa Acelera, cuja finalidade está na implementação de ações voltadas para classes de correção de fluxo em escolas do Ensino Fundamental I. A hipótese orientadora reside na presença da racionalidade mercado-empresarial para o estabelecimento de políticas educacionais que se distanciam da função pública e amplificam a flexibilidade das formas de contratação docente. A análise insere-se no contexto das políticas neoliberais reverberadas sob o prisma da Nova Gestão Pública (NGP), engendrada no Brasil a partir dos anos 1990. O delineamento metodológico utiliza-se da análise documental e bibliográfica sobre o convênio firmado entre o IAS e a SEDUC-GO, no período compreendido entre 2012 e 2014. Corrobora-se para a existência de elementos que certificam o estabelecimento de formas de contratação que tangenciam de modo intencional as normativas e privilegiam a precariedade do trabalho docente em prol dos objetivos institucionais das entidades representantes dos interesses externos ao direito à educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to discuss the teacher labor relations observed in the Cooperation Agreement signed between the State Department of Education of the State of Goiás (SEDUC-GO) and the Ayrton Senna Institute (IAS) through the Acelera program, whose objective is the implementation of actions aimed at flux correction classes in Elementary I schools. The guiding hypothesis resides in the presence of market-business rationality for the establishment of educational policies that distance themselves from the public function and amplify the flexibility of the forms of hiring teachers. The analysis is inserted in the context of neoliberal policies reverberated under the prism of the New Public Management (NPM), engendered in Brazil since the 1990s. The methodological approach uses the documentary and bibliographic analysis on the agreement signed between the IAS and SEDUC-GO, in the period between 2012 and 2014. It corroborates the existence of elements that certify the establishment of forms of contracting that intentionally tangent the regulations and favor the precariousness of the teaching work in favor of the institutional objectives of the entities representing external interests to the right to education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tienes como objetivo discutir las relaciones de trabajo docente observadas en el Acuerdo de Cooperación firmado entre la Secretaría Estadual de Educación del Estado de Goiás (SEDUC-GO) y el Instituto Ayrton Sena (IAS) a través del programa Acelera, cuyo objetivo es la implementación de acciones dirigidas a la corrección de flujo de clases en las escuelas de la Enseñanza Básica I. La hipótesis rectora radica en la presencia de la racionalidad mercantil-empresarial para el establecimiento de políticas educativas que se alejen de la función pública y amplifiquen la flexibilización de las formas de contratación docente. El análisis se inserta en el contexto de las políticas neoliberales repercutidas bajo el prisma de la Nueva Gestión Pública (NGP), engendradas en Brasil a partir de la década de 1990. El diseño metodológico utiliza el análisis documental y bibliográfico sobre el convenio firmado entre el IAS y la SEDUC-GO, en el período comprendido entre 2012 y 2014. Esto prueba la existencia de elementos que acreditan el establecimiento de formas de contratación que rozan intencionalmente la normativa y privilegian la precariedad del trabajo docente en favor de los objetivos institucionales de las entidades representativas de intereses ajenos al derecho a la educación]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Nova Gestão Pública]]></kwd>
<kwd lng="pt"><![CDATA[Privatização]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[New Public Management]]></kwd>
<kwd lng="en"><![CDATA[Privatization]]></kwd>
<kwd lng="en"><![CDATA[Teaching Work]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Nueva Gestión Pública]]></kwd>
<kwd lng="es"><![CDATA[Privatización]]></kwd>
<kwd lng="es"><![CDATA[Trabajo Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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