Formação para o mundo do trabalho no século XXI: relações entre teorias curriculares, nova gestão pública e transformações na educação superior

Abstract

The goal of this thesis was to investigate how NPM resignifies the traditional curriculum theories in the 21st century, aiming at training for work, in bachelor's courses in administration. In the history of the globalized economy, industrial revolutions have led to transformations in the world of work and in the education-market relationship, due to the demands for workers. In the face of demand, traditional theories aimed at educational efficiency based on the efficiency of the Taylorist industry. For Bobbit, in 1918, the function of education was to produce workers; and their efficiency, measured by the adequacy of these workers to work. This ephiscientist ideas was reiterated in Tyler's curricular rationality in 1949 and in Bloom's instructional teaching in 1956. They aimed at the sequential relationship between objectives, experiences and learning evaluation. This relationship would increase the profesional training efficiency. NPM's philosophy, also due to globalization, began to embody adjustments in public services, including education, aiming at productivity. Consonants, as shown in this research, the assumptions of traditional theories and NGP are present in the educational scenario of this century, determining goals, tensioning processes and forcing social results that resume this education-market relationship. This study involved bibliographic review, documental analysis, interviews and analysis of results through categories (university managerialism, full worker, production of individuals and educational efficiency) and thematic subcategories. The missions and social relations and management discourses found in universities revealed a context of university managerialism analogous to the traditional curriculum theories and NGP. Their objectives of integral worker training prioritized the demands of the globalizes market of industry 4.0, being equally convergent with these theories. On the other hand, the production of individuals and educational efficiency did not have the same compatibility, due to challenges involving curricular knowledge, pedagogical guidelines, human diversity, teaching work and educational laws. It was possible to conclude that the intention of an efficient training focused on work ceases in the definition of curricular objectives. The universities still do not presenting practical effects in the organization of curricular educational experiences and in the evaluation of educational outcomes.