Presentation of lectures

You will find here the summary of lectures during the summer school

Emiliano Grimaldi, University Federico II, Naples, Italy, Researching education discursively

The aim of the lecture is to present Foucauldian archaeology as a problematising method of inquiry to study education discursively within the wider framework of governmentality studies. This means, I will argue, to focus on the epistemic space of education in a general frame that looks at the interplay between the forms and limits of knowledge about education, the functioning of educational technologies, that is the mechanisms of power, and the ethical making of educational subjects. The lecture is organised in four sections. First, I will locate archaeology as a method within a more comprehensive analytic of government. Second, I will briefly discuss the analytical potential of the archaeological method for studying education, emphasizing how researching discourse in an archaeological perspective: a) means to focus on statement and not on linguistic performance per se, focusing on the conditions which hold at any one moment for ‘saying the true’ about education; b) means to study ‘practice, in its semiotic contingent materiality, i.e. the ‘actual historically situated social’ conditions under which ‘particular entities emerge, exist and change’. Third, I will provide some examples of the use of the archaeological analytical tools to analyse discursive regularities in the field of education. Fourth, I will briefly discuss the potential of archaeology as a tool for an affirmative critique of our educational present, that is as an analytics that allows us to enter in relation to education as a key part of our own historicity, to understand our fabrication within power/knowledge, but also to enlarge the possibilities of going beyond the limits that the current historical forms of knowledge and practice impose on us as educational subjects.

Paolo Landri, Institute of Research on Population and Social Studies, Roma, Italy. Researching the digital governance of education in Europe socio-materially

Education policy is increasingly imbricated in digital technologies and platforms in the postpandemic landscape. We are witnessing a shift from paper-based and analogue instrumentations to digital technologies (platforms, apps, artificial intelligence, etc.) that are introducing new social, technical, and material dimensions in the infrastructure of the practice of governing education systems. While these changes have been, to some extent, anticipated in the long history of media technological developments, there is a need to test the 'reality' of these transformations. Exploring how the new policy instrumentations are reconfiguring European educational governance is relevant. In this talk, I will briefly present the basic vocabulary of Actor-Network Theory (ANT) and display how this theoretical sensibility has inspired critical investigations of the current datafication and platformization of education in the EU. I will describe how ANT proved effective in soliciting sociological research to focus and re-tune its methodology on the changing materialities of education policy. Further, I will focus on how the Summer School on European Education

Xavier Pons, University of Lyon, France, Is French education policy making moving to a fast policy model as elsewhere in Europe? Lessons from a recent scoping study

Recent studies have highlighted the development of a fast policy regime in Western countries, particularly in Europe (Lingard, 2016; Williamson et al., 2019; Hardy et al., 2019). This term refers to a way of governing even faster that consists, on a reduced number of subjects (curriculum, teacher training, NPM), of mobilising policy solutions that circulate intensively at international level but do not always have much empirical relevance in the systems in which they are applied. Is this trend spreading to France? To answer this question, I draw on the results of a vast scoping review (Arksey & O'Malley, 2005) that I have recently published (Pons, 2024). Based on a sample of 135 research articles published in the international literature, be it English or French speaking, and on a synthesis of several research studies I have conducted in recent years, this survey shows that three models of education policy making have settled since the late 1950s: the policy community model, the decommunautarisation model and the fast-puzzling model. The aim of the presentation is to outline these models and the effects of their sedimentation on the governance of education in France. Such a perspective provides an opportunity to think about the specific features of the case studied but also to question the Europeanising or globalising dimension of the governance at work and to consider, from a methodological point of view, what a scoping review may or may not provide.

Luis Miguel Carvalho, Institute of Education, University of Lisbon, Portugal,Researching education policy instruments in Europe

Ideas, Interests, and Institutions have long been fundamental dimensions in the analysis of public policies. This lecture focuses on another "I" - Instruments - introducing and situating SUSSES students within a literature that has been seeking to understand public policies from the analysis of their various instruments (legislative and regulatory, economic and fiscal, agreement and incentive-based, information and communication-based). The lecture privileges an approach that treats them as sociological institutions: the sociology of the instrumentation of public action, developed in France since the early 2000s, which seeks to understand the "plasticity" and "robustness" of governing technologies, focusing on the processes of constructing public policy instruments and their regulatory frameworks, and capturing their social appropriation and effects. The lecture is organized into two sections: (1) Characterization of the approach to public policies under the prism of instrumentation - addressing origins and foundations, core concepts, main issues and aspects of public policies that it helps to understand; (2) Examples of mobilizations of the sociology of the instrumentation approach in the context of European educational research. Such appropriations and uses of the approach are analyzed within the framework of two European research projects: (a) the project KNOWandPOL, focused on the role of knowledge-based and knowledge-oriented tools in public policy and public action, in education and health sectors; (b) the project REFORMED, focused on the use of data-intensive policy instruments in processes of educational governance change. [Other examples will be identified]. The lecture ends with a discussion on the possibilities of the analysis of governing instruments to deal with the complexity of public policy as captured in todays’ educational research literature: involving actors and their strategic conduct, representations (cognitive and normative frameworks), institutions (rules, routines, procedures), processes (modalities of mobilization and interaction), and outcomes.

John Benedicto Krejsler, University of Aarhus-Copenhagen, Denmark, Implosion of the common public in the media: Using Baudrillard as stress test to explore educational consequences

Drawing on the French philosopher and social thinker Jean Baudrillard this presentation questions what our increasing latching on to digital prostheses means for the shaping of our subjectivities and communities. Does it still make sense to talk about a common public as the forum for democracy and politics, or – if not - what would the question of the public then mean…. and what are the educational consequences?

- Is social interaction something you will increasingly do on digital and virtual platforms, by means of computers, smartphones, avatars and robots, and where body-to body and face-to-face contact become increasingly rare?

- Does the safety-inducing and self-monitoring effects of latching on to the screen capture and transform us into the mindscapes of autistic-like self-gratifying life practices?

- What would a school that prepares for a 'reality' of expanding digital simulations look like… and can it ensure the stability and reproduction of the hypermodern ‘nation’?

I would like to explore pitfalls – and potentials - with you:

• What do social media and virtual realities do to us as individuals and communities?

• If facts and realities are dependent upon the perspectives of observation, and perspectives multiply into echo chambers, what happens then to politics and democracy? Are we leaving reality without noticing it?

• And what would Bildung and citizenship education mean in such a scenario?

Baudrillard reflected upon what happens when the social implodes in the media and the individual disappears in symbiosis with the ectoplasma of the screen:

“…through this auto-information, this permanent autointoxication, it (the social (jbk)) becomes its own vice, its own perversion…. Through this feed-back, this incessant anticipated accounting, the social …no longer enacts itself… no longer occupies a particular space, public or political; it becomes confused with its own control screen. Overinformed, it develops ingrowing obesity” (Baudrillard, 1985, p. 580)

Nelli Piattoeva, Tampere University, Finland, Finland. Little tools of governance: how to explore mundane documents in policy sociology with an Actor-Network Theory inspired approach.

Education policy sociology is often concerned with the study of visionary documents, such as strategies, policy briefs, or legislation. While these documentary genres offer fruitful and important insights into policy objectives, discourses, ideologies, or power (im)balances there is a plethora of less spectacular documents that deserves scholarly attention. I call these “mundane documents” or “grey manuals” to underline their taken-for-granted and invisible nature (thus “mundane”). In my talk I would like to explore these documents through examples of my (partly in collaboration with Ida Martinez Lunde, University of Oslo) ongoing work on national assessments of educational achievements. The lecture draws on insights from Actor-Network Theory on the role of non-human objects as well as existing debates about the nature of bureaucratic practices in general and administrative documents in particular (Asdal & Reinertsen, 2022; Riles, 2006). I argue that the administration of assessments relies on and breeds mundane documents and grey manuals that are crucial for the assessments to take place smoothly. While the grey documents may seem insignificant, they determine tasks, responsibilities and actions that must be taken, issues that must be prioritized, and by whom. In other words, they construct the regulatory space of everyday governance by steering implementation of assessments in practical terms (cf. Riles, 2006). Thus while seemingly merely technical and bureaucratic, these documents exercise power by their highly prescriptive yet mundane nature and active exclusion of (human) deliberation. The rules and routines constructed by these documents then help us to explore how power is exercised through shifting and expanding assemblages of heterogeneous human and non-human actors and across distributed sites (Joyce & Mukerji, 2017). This logistical view of governance (Joyce & Mukerji, 2017) helps to view assessments and the bureaucratic practices that underline their administration as elements of a decentered governing of education that nevertheless furthers uniformity.

Lluis Parcerisa, University of Barcelona, Spain, Professionalism, Accountability, and Work of Teachers in Different Regulatory Regimes

This presentation explores the processes of differentiation “between” teachers who work in countries with different professional regulatory models. It provides a novel approach to analysing the influence of different performance-based accountability (PBA) policy approaches on the professionalism and work of teachers. To do this, the investigation presents the main results of a systematic literature review in which the recent literature on teacher professionalism and PBA is examined. This is retrieved from two databases: SCOPUS and Web of Science (WoS). The sample of articles of this study includes a total of 101 pieces of research. The study highlights the pivotal role of specific regulatory models in the teaching profession, and the role PBA plays in them. These regulations are closely connected to different administrative traditions, and facilitate the emergence of differentiation processes between professional systems. Specifically, the study shows how these regulations influence the very nature of the teaching profession and of teachers’ work itself; it explores how they have developed, and the inner tensions that affect them.

Elizeu Clementino de Souza, Université d’Etat de Bahia (UNEB), Brésil, Récits de maladie et processus de formation : dialogues entre éducation et santé

Cette communication traite des liens entre la santé et la maladie, en prenant comme objet d'étude l'apprentissage biographique que les sujets construisent sur les processus de la maladie, en particulier dans leurs expériences avec les maladies chroniques. Les notions conceptuelles de recherche (auto)biographique, de récits et de refiguration de l'identité sont utilisées, en les articulant avec les processus de formation, l'apprentissage biographique et les dimensions de la résistance aux images et aux stigmates liés à la maladie.

Eszter Neumann, HUN-REN Centre for Social Sciences, Budapest, Hungary, How do right-wing populists govern education? Neonationalism, religion, and populism in education and education policymaking

How do neo-nationalist, right-wing populist political forces influence education? How do authoritarian populist parties in power govern education? How do conservative forces mobilize religion to conceptualize and provide symbolic and moral legitimacy for their (education) policies? How do religious actors respond to the populist challenge? And how could educators and education researchers respond to the challenge of right-wing nationalism and populism?

The strength, popularity, and policy influence of right-wing populist movements and political forces have been on the rise over the last two decades across Europe. The lecture will discuss how populists govern education and do education policies, and aim to provide conceptual tools to analyze how they transform education policies and education on the ground. I will discuss the scholarship analyzing the intersecting avenues of populism, religion, and education and identify some gaps in the literature. Through the case study of populist politics in Hungary, I will discuss how the populist government reorganized society and reconceptualized welfare and education services. In my research, I am specifically interested in how right-wing populists in Eastern Europe do education policy, and how the pulling do
wn of the boundary between state and church results in new formations of education governance.

Lívia Maria Fraga Vieira, Université Fédérale du Minas Gerais, Belo Horizonte, Brésil Travail des enseignantes de l'éducation de la petite enfance au Brésil: conceptions du professionnalisme

Expected

Cibele Maria Lima Rodrigues, Fondation Joaquim Nabucco, Recife, Brazil, Teaching in Brazil in the context of standard tests

Our research presents different contexts surrounding the development of teacher subjectivity within the context of neoliberal governmentality in the context of the Global Education Reform Movement (GERM) and the PISA ( the OECD's Programme for International Student Assessment). Thus, the spectrum of standardized assessments, both at the national and state levels impact educational policies, curricula, management practices and the teaching work. In the State of Pernambuco (Northeast of Brazil) there is a complex system of control characterized by heightened accountability for the technologies influencing pedagogical practices in schools - based on the performance, in the words of Stephen Ball.

Contradictory, the administration of the "Socialist Party" adopted the discourse that quality is measured by the outcomes in assessments. There is a policy with standard tests that are indicators to an index that they are supposed to measure the "quality". Besides this, there are so many technologies to control the teaching work. They created a "bonus" to the schools that achieve the goals (agreed with the administration). They adopted the policies in the context of the state of Pernambuco (between 2007 and 2022) and now they are adopting the same strategies to the policy for the municipality of Recife. In this policy there is also a process of privatization - companies are contracted for teacher training services.

This policy exerts effects on the daily work of educators and their professional identities. There are many practices around the preparation for the tests. For example, all the school stops the classes only to prepare the students (making tests to exercise). They create some strategies to stimulate the students to participate in the tests - like parties and presents.

And the teachers have a feeling of injustice, because they said the tests did not consider the context of the inequalities. It neglects the bad working conditions and other variables in the school context. In the majority of the schools they work in the context of poverty and the students have so many difficulties to learn. Simultaneously, the teachers have awareness of the contradictions and limitations inherent in this system. They argue that it fails to recognize their professional contributions in the process of teaching-learning. The standard tests reinforced the feeling of frustration among educators and competitiveness among school teams. They are living in the "terror of performativity", in the terms of Stephen Ball. Otherwise, despite realizing that is an unjust procedure they internalized the discourse because there are so many procedures to reinforce it as "knoltrue". The thesis of neofunctionalism about meritocracy is present in this policy changing the teaching subjectivity - this is the central argument of Kinglsey and Davies about inequalities. They give rise to a system characterized by heightened accountability and continual surveillance. This, in turn, produces perverse effects on the daily work of educators and the intricate construction of their professional role.

Lejf Moos, University of Aarhus-Copenhagen, Denmark Trans-nationalisation of education and professionals. Discourses, theories, and concepts.

Over the past three-four decades, national governments have met a growing wealth of ideas and inspiration for education and governance reforms from transnational agencies like the OECD or the European Commission with the development of Danish education as an example. With inspiration from Michel Foucault (2010) we see state and transnational interventions, governance and power as relations between poles – agencies and institutions, institutions and citizens. The power itself is not interesting, claims Foucault, but the mechanisms and procedure through which power is carried out are interesting. The mechanism are often named social technologies: tools, mechanisms, procedure, instruments, tactics, technologies, technics and vocabularies (Rose, 1999/1989). The core of this discussion is teacher ethics and teaching quality. Two discourses are in the focus of the discussion: the outcomes-based discourse with transnational and national governance and policy roots and history, and the democratic Bildung discourse that builds on a selection of educational concepts and theories. Governing schools and teachers’ working conditions and aims have changed fundamentally over the past four-six decades partly due to the intake of new international forms of power and influence, as clearly illustrated in the Danish School Act of 2013 and, more generally, in the use of new forms of public sector governance and relations in contracts. The demands on teachers to focus on outcomes are put into perspective and compared with theories and concepts taken from the democratic Bildung discourse: purpose versus outcomes, ethics versus quality, comprehensive education versus back to basics, learning with digital and other media or with teachers teaching interactions.

Alvaro Moreira Hypolito, Federal University of Pelotas, Brazil, Global Governance Networks, BNC-Teacher Education and Blended Learning: implications for curriculum and teaching work

This presentation discusses the restructuring of teaching work that has been taking place around the world, based on the experience of Brazil and some countries in the Latin American region. Recent research has already shown the ways in which teaching work has been changed as a result of an international agenda that emphasizes large-scale assessments, performance-based accountability, privatization and, more recently, the use of digital instruments and Artificial Intelligence. Our analysis starts from a post-pandemic context, in which these changes in the teaching work process have intensified, with the acceleration of the process of incorporating AI into school routines, which demands new conditions and regulations for work and training. Our focus seeks to understand the varied and asymmetrical forms that these changes take in different national contexts, but especially in Brazil, in relation to the demands for compliance with the right to education.

The study brings data that demonstrate how students were affected differently, according to their socioeconomic and physical conditions by the pandemic during the period of suspension of face-to-face classes and how some technologies were adopted during the exercise of remote teaching work, despite being insufficient, incorporated into school routines even after returning to face-to-face activities.

The study sought to be anchored in relevant data sources such as government reports and educational statistics, seeking to analyze how the most recent measures within the scope of public educational policies have affected the organization of work at school.

Berta Leni Costa Cardoso, Bahia State University, Brazil, Quality of life of teaching professionals at the end of their career in the state network of Bahia after the pension reform

This study analyzes the quality of life of teachers in the final stages of their careers, highlighting the importance of this topic, the pillars for achieving this quality, the consequences of its absence, and how this lack can affect the professional's health. With the increase in life expectancy and, consequently, the elderly population, there is an extension of working time, leading the professional to spend several years in a phase referred to as "disinvestment," which, according to Huberman (1992), is characterized by the final years of the career until retirement, a period marked by a strong professional retreat trend, where the individual progressively prepares to break free. Demographic changes and pension reforms that occurred in 2020 directly affect teachers, who often work in precarious conditions, facing demotivation, lack of resources, and disrespect for the profession. The teacher's quality of life is related to the quality of education offered to students. The study investigates how these professionals are coping with the extension of their careers due to changes in the pension system, analyzing professional burnout, correlations between this burnout and sociodemographic variables, as well as bureaucratic issues related to retirement. The research will use the Historical-Dialectical Materialism method, it will be a qualitative-quantitative study, including the application of questionnaires such as WHOQOL - BREF and QWLT - BREF to measure the quality of life and quality of working life of teachers. Semi-structured interviews will be conducted to gain a deeper understanding of the situation. The study provides an understanding of the working conditions of teachers in the disinvestment phase, their implications on health and quality of life, as well as to raise important questions about public policies and appropriate working conditions for this professional category.

Dalila Andrade Oliveira, Federal University of Minas Gerais, Belo Horizonte, Brazil; Education policies and the restructuring of the teaching profession: a Latin American perspective

Dan Zhang, East China Normal University, Shanghai, China, Implications, Paradoxes, and Paradigm Transformation of Governance to Promote Edge- cutting Interdisciplinary Research?

Contemporary challenges are characterized by their intricate and multifaceted nature, necessitating diverse disciplinary approaches and perspectives for effective solutions.
Since the 1990s there is an ongoing debate on the changing nature of scientific research. The triple helix model (Leydesdorff and Etzkowitz, 1998) underscores interdisciplinarity as a means to attain social relevance. In light of global challenges, the pursuit of edge-cutting interdisciplinary research has gained significant importance, with interdisciplinary research being perceived as contributing to scientific breakthroughs (Hollingsworth, 2000), addressing societal problems (Lowe, 2006), fostering innovation (Gibbons et al., 1994), being adept at problem-solving (Page, 2007), serving as a source of creativity (Hemlin et al., 2004), generating new research questions and avenues (Barry et al., 2007), and rejuvenating the science system (Jacobs and Frickel, 2009). Nevertheless, interdisciplinary research poses challenges to established knowledge, often driven by an agonistic or antagonistic relationship with existing disciplinary knowledge and practices. These challenges can manifest in the difficulty of coordinating and integrating distributed knowledge (Llerena and Mayer-Krahmer, 2004).
To support the advancement of interdisciplinary research, governance mechanisms assume a vital role in providing necessary support, fostering collaboration, and promoting innovation. However, the complexities and unique characteristics of interdisciplinary research give rise to implications, paradoxes, and the imperative for a paradigm shift in governance. Thus, this proposal aims to explore the implications of governance in promoting edge-cutting interdisciplinary research, identify the paradoxes that emerge during its implementation, and discuss the potential paradigm transformations required to effectively support interdisciplinary endeavors.
This research attempts to adopt a qualitative approach, employing in-depth interviews with researchers and administrators actively involved in interdisciplinary research initiatives. Thematic analysis will be employed to analyze the collected data, aiming to identify significant implications, paradoxes, and potential paradigm shifts in governance to promote edge-cutting interdisciplinary research. Furthermore, the study will also try to incorporate relevant case studies and conduct comparative analyses to enhance our comprehensive understanding of the subject matter. In conclusion, this research endeavors to provide valuable insights for policymakers, institutions, and researchers by examining the complex dynamics of interdisciplinary research and the implementation of governance mechanisms that promote its advancement.

Claudio Pinto Nunes, State Bahia South-East University, Brazil, Teacher training and meanings of literacy practices: teachers from the municipality of Paripiranga-Bahia speak

Expected

Kátia Augusta Curado p. Cordeiro da Silva, Université of Brazilia, Brazil, Teacher work: post- pandemic restructuring.

The study analyzes changes in the work of teachers in the initial years of primary education in

schools in Distrito Federal/Brazil and Cagliari/Italy following the Covid-19 pandemic. To this

end, it makes use of the concepts of autonomy and intensification referenced in the studies of

Michel Apple and Contreras. Two conversation circles were held on the topic of teaching work

and analyzed based on the two categories mentioned. Teachers point to an intensification of

work and loss of part of their autonomy, from the perspective of inducing managerialist policies,

at the same time that they confirm the demand for new tasks aimed at organizing inclusive

pedagogical work, which need to be re- elaborated, with a reconfiguration of teaching work,

structured in the contradiction between the pedagogy of results and/or reception, in which the

performativity of teaching activity becomes more central than the educational project of human

formation.

Christian Ydesen - University of Aalborg, Denmark, Researching the European Education Space in the Intersections between History and Future

Notions, narratives and discourses about history and future are prevalent components in education governance in general and in the formation of a European education space in particular. Drawing on the works on temporality of Reinhart Koselleck and Walther Benjamin, this lecture argues that education in general and education policy in particular can be better understood with a more nuanced understanding of time where temporal orders are constituted, maintained, and changed in multiple ways, and where history is made up of overlapping temporal structures (sedimented layers of time).

In this sense, the aim of the lecture is to explore the role of time as the organizing principle of education governance and the European education space. It does so by exploring how the past is used as a reservoir for constructing narratives about a desirable future. In such narratives, the past and the present are problematized while the future is portrayed as another reservoir, but a reservoir of legitimation with a potential of redemption as long as certain policies, programs, goals and targets are pursued as reflected in a ubiquitous comparative metrology of numbers, data and indicators. In other words, contemporary education governance has a backward-looking dimension allowing the identification of crises, deteriorations and the construction of rooms for improvements and a forward-looking dimension where the future becomes the object of calculation and anticipation as well as the cradle of desirability.

In the lecture, I will draw examples from the intersections between the Organisation for Economic Cooperation and Development (OECD) and the European Union (EU) in education to tease out the various modus operandi of temporality and how they intersect with comparisons and the creation of a European education space.

Michael Daian Pacheco Ramos, Bahia State University Working conditions of teachers in rural schools in the Diamantina-Bahia Piemonte territory

This research is institutionally linked to the State University of Bahia (Uneb) and is part

of the work of the (Auto)Biography, Training, and Oral History (Grafho) Research

Group, as part of the project "Education, narrative, and health: the right to life and

education in times of reconfigurations", funded by the National Council for Scientific

and Technological Development (CNPq), within the scope of call nº40/2022 - Line 3B -

Network Projects - Public policies for human and social development.

The research focuses on understanding the transformation of public action in the

educational field and its effects on the configuration of the teaching work in Bahia-

Brazil, especially regarding the specific context of working conditions of teachers in

rural schools in the Piemonte da Diamantina-Bahia Identity Territory.

Methodologically, it was configured as quantitative research, through the application of

a Survey with a questionnaire designed for teachers from the nine municipalities of the

Piemonte da Diamantina-Bahia Territory. The research universe was composed of 800

teachers and the sample of 268 teachers. Cluster sampling was configured in 48 rural

schools, distributed in 36 communities and districts of the Territory. The data analysis

technique was configured as statistical and descriptive analysis, using the free software

PSPP for tabulation of the Survey questionnaires.

The working conditions experienced by teachers are permeated by: a) precarious

employment contracts that lead to a constant change of schools; b) work overload in

planning, evaluation and management activities; and c) precarious physical facilities

that present insufficient pedagogical equipment and non-existent basic infrastructure

services, such as sewage, garbage collection and internet, in addition to insufficient assistance in transportation and accommodation as well as living with unsatisfactory conditions of vehicles and roads.

Luciana Leandro da Silva, Federal University of Campina Grande, Educational reforms and public-private partnerships in municipal education networks in the state of Paraíba (Brazil) during the pandemic and post-pandemic

This presentation is an excerpt from a broader research funded by FAPESQ-PB and whose main objective is to analyze the process of reforming the management of municipal education networks in Paraíba, with regard to external evaluation policies in large scale and “partnerships” between the public sector and the private sector and their consequences in the (re)configuration of quality parameters in education. As a focus, we chose to bring to the discussion the partial results of the mapping and analysis of public-private partnerships and private initiatives existing in municipal education networks in the state of Paraíba and their main agents, priorities and areas involved. Considering our participation in the broader research of the Basic Education Observatory and INCT (CAPES), we are considering the importance of analyzing these processes during and after the pandemic and in a comparative perspective. In an initial mapping carried out in all states in the northeast region, the leading role of the private sector in conducting the policies adopted by the states was noted, with the offering of training actions for managers and teachers, with the intensification of control and monitoring of teaching work , as well as the concern with curricular reorganization through the alignment of content with external assessments and the Common National Curricular Base (Silva, Hypolito, Rodrigues, 2022). The most recent mapping, carried out through an initial survey (which will soon be improved with the application of a survey - in progress) carried out mainly through the UNDIME website, shows that in Paraíba there is currently a more intense activity of the Lemann Foundation, the Natura Institute and the Bem Comum Association, through the following initiatives: Partnership for Literacy in a Collaborative Regime (PARC) and the “Educar pra Valer” Program (EpV). Another actor very present in the educational policies of the State of Paraíba is the Alpargatas Institute (IA), which is present in 13 municipalities spread across Brazil, 9 of which are in Paraíba. This institute operates through two programs focused on education: Education Through Sports and Education Through Culture. It is understood, therefore, that edu-business continues to act strongly, even after the pandemic, based on the neoliberal rationality of which the private company is the parameter and that its logic would be the best way to manage public policies and that the So-called public-private “partnerships”, are nothing more than a strategy of privatizing public education from within, creating relationships of dependence with some private foundations and institutes, which often end up defining the policies and priorities of municipal education.