Political Arena. Educational Policy. New High School.

This work had as aim at analysing contradictions and mediations in the arena of political production of the New High School (NHS), which mark its regulation in the state network of Bahia, regarding its contexts of interest and dispute, as well as the transition path from the initial formulation of the policy to its implementation in the education network of this State. Politics was analyzed considering the State decomplexification process, the action and influence of non- governmental actors in the elaboration, implementation and evaluation of Public Policies, in line with Neoliberalism. To approach the investigation object, the Political Arena that marks the New High School in the State Public Education Network of Bahia, theoretical approach adopted took as a reference the contributions of historical and dialectical materialism. Methodologically, the research is inscribed in the principles of empirical research of qualitative analysis, with data collection in documents and interviews carried out with representatives of the FEEBA, of CEEBA and of SEC-BA. The research was initiated seeking to investigate the bases and ideological assumptions of the actors who influence the production of the High School reform policy, when relating the influence by actores to the neoliberal reason and managerialism, in accordance with the neoliberal-based TCH and AGEE. Next, the influence of education entrepreneurs in the arena of production of the High School reform is characterized, identifying three elements of influence in the dispute: the distance in relation to democratic management and its constitutional principle, the dispute for public financing, and the formation of a new type of man. When contextualizing the production of the High School (HS) reform in Bahia, it appears that many actors who appear on the national scene were directly or indirectly linked to the state scene. It is understood that the influence of some actors, such as Fundação Leman and Fundação Vivo Telefônica, resulted in recommendations or even definitions coming from the federal sphere and the CONSED. Finally, the study sought to characterize the conceptions, contradictions and mediations in this arena, by highlighting the specificities of the formulation of the HS reform in Bahia, analyzing its conditions, e confirma que a política nacional segue um viés neoliberal de Pedagogia das Competências, while in Bahia the proposal takes a more critical approach, guided by Historical-Critical Pedagogy; adherence to the pilot schools project reiterates the perception of the induction of policies by conditioning their financing; the contradictions in educational policies for secondary education in Bahia reveal the duality between the quest to confront social inequalities and guarantee social rights and compliance with neoliberalism and its managerialist characteristics. It is noteworthy that the presence of expressions of resistance in reference documents represents the marking of the place of social movements, while it is possible to perceive elements of discontinuity and approximation with the guidelines of International Organizations, which strengthen the managerialist conception of educational management. Documentos analyzed indicates paths for resistance to what the reform proposal has imposed on youth, education professionals and in relation to the construction of new type of man's sociability, even though some points may be questioned regarding possible ambiguities and hybridisms. The splits in the reform project show that there are confrontations and not an inexorable path, especially considering the dispute over the repeal of the NHS and the many questions about what will happen next.