O direito à educação nos planos municipais de educação de capitais de estados brasileiros
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2022-12-16
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Universidade Federal de Goiás
Resumo
This study, which is part of the Research Line State, Policies and History of Education of the
Postgraduate Program in Education at the Federal University of Goiás (UFG), aimed to
understand the conception of the right to education present in the municipal education plans of
Brazilian capitals prepared from 2015, in conjunction with the PNE, considering the categoriesof universality, gratuity and obligation. A qualitative research approach was used to construct
and understand the object of study, in articulation with bibliographical and documental research,
as well as thematic categorical analysis. The study examined the moments of constitutional
regulation, drafting of national education guidelines and bases laws and discussion and
preparation of national education plans, especially the last of the 2014-2024 decade, in its
articulation with state and municipal plans of education. The research had the following specific
objectives: a) Reflect on the conception of the right to education that marks Brazilian education
from the 1990s onwards; b) Investigate central aspects of the right to education in the PNE
(2014-2024), in view of the constitution and materialization in the field of education policy and
management; c) Examine the education plans of Brazilian capitals, bearing in mind possible
advances and setbacks regarding the right to education under the direct responsibility of the
municipalities, notably the mandatory pre-school phase (4 and 5 years) and elementary school
(6 to 14 years). The treatment of the collected material occurred from the content analysis of
the data (BARDIN, 1977), based on the municipal education plans of 15 Brazilian state capitals.
The investigation and the exposition contemplate the following categories: universality, gratuity
and obligatoriness, being that, firstly, it was sought to identify these words in the municipal
plans of education and later cut through the municipal competence in face of the pre-school and
the fundamental education. The construction of the object of study and these categories, in
particular, result from the dialogue with: Marx (1998), Gramsci (1999, 2017), Apple (2003),
Bobbio (2004), Harvey (2008), Cury (2010), Dourado (2017, 2020), Adrião (2018), among
others, in conjunction with the document analysis process and the legal basis. The research
revealed the complexity of public policy regarding the right to education based on the prognosis
that its development is procedurally directed considering a certain historical period and meets
several dimensions, sometimes contradictory, but which, in general, justify the dynamics
printed for democratic political and social advances, but also for the reordering of the capitalist
and neoliberal system. The municipal education plans (PMEs) actively highlighted the right to
education regarding the categories of universality, gratuity and obligation. It was found that
the right to education in municipal plans is close to the social conception and the economic
conception, showing significant advances, but also setbacks in early childhood education (preschool) and elementary education. Regarding the social conception, the principle confirmation
of the 1988 constitutional text was verified, the universalization of free and obligatory
education; inclusive education; aspects about financing; conditionalities for the quality of
education; continuing education for education professionals; holding a public tender for
professors and aspects of the collaboration regime. However, in relation to the economicneoliberal conception, also present in the formulation of PMEs, it was observed orientations
more linked to the expansion of the public-private relationship and to the privatist logic.
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ROCHA JUNIOR, A. D. O direito à educação nos planos municipais de educação de capitais de estados brasileiros. 2023. 301 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2022.