Sistema Nacional de Educação e projeto de educação para o país: concepções, proposições e disputas
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2019-08-30
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Universidade Federal de Goiás
Resumo
The study developed is an effort to update the debate on the organization of Brazilian
education, its standardization and the relations with public education policies, in the form of a
National Education System - SNE with binding cooperation norms. Taking as its focus
documentary research, in a broad sense, involving the survey and analysis of written and oral
documents (interviews), this research aimed to analyze, through content appreciation with the
support of historical-dialectical materialism, to what extent federal government (Lula-Dilma)
and those embodied in the Legislative in relation to the SNE are related and consistent with the
propositions and conceptions contained in the party-coalition government programs and the
Education Conferences.
Throughout the research work we can see a resumption, with vigor and high levels of
institutionality, of discussions about a National Education System, in government and in the
National Education Forum - FNE, more organically, and also in the legislative power.
With the study, it is possible to understand that the propositions of the Lula and Dilma
Governments about the National Education System, notably in the form of a Draft of
complementary law and subsidiary texts maintain important level of coherence with the party
programs and the Education Conferences.
However, the more coordinated efforts of an effective instituting agenda were hampered
by changes in direction in the Federal Government, stemming from the impediment of the
democratically elected president.
These contents and the recent construction processes that mobilized representative
entities of the educational field (in FNE) in dialectical relationship with the government, express
an important political asset that can drive the resumption of discussions in the National
Congress.
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ARAUJO, W. M. P. Sistema Nacional de Educação e projeto de educação para o país: concepções, proposições e disputas. 2019. 172 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.