Estado e planejamento educacional no contexto do federalismo: o processo de elaboração dos planos municipais de educação em Goiás
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2020-03-05
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Universidade Federal de Goiás
Resumo
The present thesis’ main objective is to study the elaboration process of the Municipal
Education Plans (or Planos Municipais de Educação, PMEs), considering the involvement of the
political society and of civil society to the end of this research, understanding them as a State
policy. As the selection criteria determined, the cities chosen were of Itaberaí (Central Goiás
Mesoregion), Luziânia (East Goiás), Minaçu (North Goiás), São Miguel do Araguaia (Northwest
Goiás) e Silvânia (South Goiás). Methodologically, the investigation was configured as a case
study developed as a converging parallel project of mixed methods, outlining as qualitative
sources documents and interview with the coordinators of the commissions of elaboration of
the PMEs. As quantitative sources, the resources were the application of questionnaires with
other members of the commissions. The theoretical basis for analysis was the concept of
State (political society plus civil society) by Antonio Gramsci, which situated the elaborating of
the PMEs, as well as the interstate sets instituted in the context of the Brazilian federalism,
which should become effective by the means of a cooperative regime. Municipal documents
were situated in the context of educational planning and its variations, by means of the
historical course of this strategy throughout the entire republican period. As a final focus
point, this thesis presents two National Education Plans approved by law, the PNE 2001-2010
and the PNE 2014-2024. The latter, materialized in the law nº13.005/2014, determined that
the subnational entities approved the correlated ten-year-plans within a year, according to
the national document (article 8º). This imperative, by means of the cooperative action of the
Articulation Secretary with the Teaching Systems/Ministry of Education (Sistemas de
Ensino/Ministério da Educação - Sase/MEC), was the motivator for the municipalities to
elaborate their PMEs. The framework of this research’s analysis is based in authors such as
Abrúcio (2010), Araújo (2010), Bordignon (2014), Buci-Glucksmann (1980), Coutinho (1992,
2006), Cueto and Guardamagna (2012), Cury (2009, 2010, 2015), Dourado (2011, 2013,
2017), Gramsci (1999, 2004a, 2004b, 2007), Horta (1982, 1997), Matus (1993) and Saviani
(2007, 2014, 2016a). The data indicate difficulties in mobilization of civil society and also on
political society to participate in the elaboration of the PMEs, also indicate short deadlines for
its implementation, as well as the overwhelming use of the materials produced by Sase/MEC
and the PNE 2014-2024 itself as references to the municipal coordinations. About the
management of these commissions, it became evident in a systematic and organized way,
with distinct dynamics effectuated in each case, but with a similar standard of referrals and
operationalization, the management focus on the representatives of the Municipal Secretaries
of Education. It means to focus on the political society, using democratic and participative
indicators, with its limitations and contradictions. It is identified as a challenge to the
municipalities the materialization of the PMEs as a State policy, in a scenery where the PNE
2014-2024 itself has been put in the secondary plan because of neoliberal policies of budget
restriction and because of the Constitutional Amendment nº 95/2016.
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ALVES, Edson Ferreira. Estado e planejamento educacional no contexto do federalismo: o processo de elaboração dos planos municipais de educação em Goiás. 2020. 279 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2020.