This is a Master's Dissertation on the "Implementation of the Learning Acceleration Project"
in the State of Pará, whose general objective is to analyze how the implementation of the
"Mundiar" Acceleration Project in the State of Pará took place and the objectives specific: to
analyze the conception of education expressed in the documents that normalize and guide the
"Mundiar" Project as a proposal of the government to solve the issue of evasion, abandonment
and age / series distortion in Pará education and to identify how the Public-Private Partnership
was carried out in the context of the "Mundiar" Project. Bibliographical and documentary
research was used as a methodological procedure in various sources, social and educational
indicators, reports, contracts, regulations available on websites, official State and International
Organizations bodies. The theoretical-methodological basis used was based on the theoretical
contribution, based on historical-dialectical materialism, thus making it possible to move
towards the essence of the "Globalizing" Learning Acceleration Project and to understand the
contradictions and conflicts beyond appearances. From the set of analyzes, it was certified
that the Public-Private Partnership has been privileged by the Secretariats of Education
through signatures of management contracts. Thus public education has become a new niche
to Capital and under the privatist discourse tends to be that of total quality which is based on
indices, standardizations, technicality, instrumental and large-scale assessments. Throughout
the research, it was found that public education of social quality that can emancipate and
liberate, which can guarantee local identity, citizenship and respect for the environment, was
not taken into account when the Acceleration Project Learning - "Mundiar" in the State of
Pará, because in fact, it is more a centralized and vertical educational Project that results in
the regression of achievements and social rights when analyzed beyond the goal of achieving
the goals. It is defended in this Dissertation that the conception of education expressed in the
documents that guide the Project "World" is a reductionist conception, exclusive and
committed only with the reach of the goal predicted by IDEB. Measuring the educational
process is important, but the potential of public education can not be reduced to technical and
economic standards, since it, in its social potential, is a space for transformation, of
democratic debates and can not be reduced to a commodity like the Capital. It is concluded,
therefore, that education workers and thousands of students have only to receive the
"Worldview" Project from top to bottom as a closed package, as well as an "instructional"
educational project that includes the student with the objective , only to fulfill such goals, but
it excludes and reinforces social inequality when one thinks of an education beyond the
underemployment market. The possibilities of social insertion at this moment are denied the
field of remote possibilities.
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