The present work is the result of doctoral research that deals with the management of full-time
education in the municipality of Santarém/Pará from 2005 to 2020 and its general objective was
to analyze the implications of New Public Management in the full-time education management
in the Santarém/PA municipal education network from 2005 to 2020, considering its
approximations and contradictions. The methodological path is conducted based on the
historical-dialectical materialist conception, covering survey and theoretical study,
documentary research and consultations on public portals. The results demonstrate that New
Public Management is a consequence of the restructuring of the state in the face of changes in
the capitalist mode of production, which demanded a new form of public service administration,
and was characterized as the introduction of principles and methods of private management in
public Management. In Santarém, it was identified that full-time education materializes in two
forms: the full-time school and the full-time student and that the expansion of the working day
is strongly linked to the execution of federal government programs, the extinct Programa Mais
Educação and Programa Novo Mais Educação. As initiatives of the municipal public authorities
there are the three full-time schools: Irmã Dorothy Mae Stang, Frei Fabiano Merz and Escola
Antônio Pereira da Silva and the three schools that work with complementary environmental
education and arts activities: Escola da Floresta, Escola de Educação Ambiental Escola do
Parque, Escola de Artes Prof. Emir Hermes Bemerguy. As for managerial management, we
found that it was implemented in the Santarém education network, especially through the
partnership between the Instituto Ayrton Senna and the Santarém City Hall and through the
implementation of the Mais Educação and Novo Mais Educação Programs. Despite the
specificities, contradictions, and approximations, both align with managerialist ideas, being
grounded in a market-driven and market-oriented conception of education. Antagonistic to
omnilateral education, which confirms the thesis ofthis work that the management of education
within the assumptions of comprehensive education is incompatible with the demands of a
results-oriented management, based on market-driven managerial principles as conceived by
the New Public Management.
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