O terceiro setor e interfaces na gestão educacional: uma análise a partir do estado do conhecimento

Abstract

The relations between the public and the private, in a capitalist context of neoliberal redefinitions in the role of the State, need society's attention and it is, therefore, up to the academy to promote these debates. It emphasizes the neoliberal analysis, also conceived by the third sector, that the State is responsible for the crisis and that, therefore, the implementation of social policies must be transferred to civil society. Therefore, the objective was to analyze publications about the third sector, and their interfaces in educational and school management. The methodology is quantitative in relation to the search and general characterization of publications, carried out based on bibliometrics (Web of Science base, 2000 to 2018) and qualitative due to a content analysis. The ten most cited papers were analyzed, highlighting their objectives and results. In the analysis of the articles, between public and private education policy is a constitutive part of social and economic changes, it is not a determined issue, but a process relationship. In school management, the autonomy of managers and teachers is conditioned by neoliberal logic, such as the acquisition of private education systems. The articles on the third sector criticize public policies based on the transfer of responsibility from the State to the private sector. In addition, privatizing logics that have presided over public education policies in Brazil are analytically explored, based on the contribution of the analytical category permeability of state-owned companies in recent decades. Finally, it is understood that public and private relations can be accepted in a context in which school management is democratic, preserving its autonomy, so that the third way is another alternative to contribute with new methodologies and practices, creating spaces for discussion and training among school agents. With the confrontations of this research it is expected to contribute to the reflexive performance in the educational management scenario.