THE NEGATIVE INFLUENCES OF RESULTS-BASED MANAGEMENT ON DEMOCRATIC MANAGEMENT IN PUBLIC SCHOOLS

Abstract

This article discusses results-based management (RM) and the challenges of democratic management in public education. The objective is to show how results-based management, introduced into education by neoliberal economic policies in Brazil after the 1990s, has influenced the development of public educational policies for the management of the education system and school management, highlighting how this results-based management contradicts the constitutional right to democratic management in public schools. The research analysis uses a qualitative and bibliographical methodology, based on historical-dialectical materialism, which seeks to analyze and understand the mediations that structure reality as a whole, such as the school as part of society and directly influenced in its management by social demands as a whole. The discussion problematizes the negative influence of results-based management on the effectiveness of democratic management in public schools, highlighting, among other things, the possible and predictable interferences in the development of the school's political-pedagogical project and in the performance of the teacher's own professional work. It is concluded that results-based management, based on a managerial logic and guided by the accountability system, weakens the pillars of democratic management in public schools centered on the principles of participation, autonomy, and decentralization, since its guidelines centralize decisions and individually blame school agents through education quality assessment systems driven by statistics, disregarding a broader education that addresses the totality of students' needs.