This text analyzes and evaluates the educational financing policy, at the municipal level, whose thematic is the financing of education: School Autonomy Program (PAE) in EMEIEF Governador César Cals de Oliveira Filho, at Maracanaú-CE. Documentary and bibliographical research was used to carry out a brief history of how Brazilian education and educational financing developed, highlighting in each period the economic, political and social conditions of the time, giving a brief report of these policies, seeking to highlight the relationship between educational financing policies and democracy, presentation of the financial decentralization process as a promoter of social inclusion and presentation of the PAE in the social context in which this policy is inserted and its effects on strengthening democratic management, increasing pedagogical, administrative and school finances, in favor of quality education. In the methodology that was used in the search to respond to the proposed objectives, qualitative research was chosen, from the perspective of an in-depth evaluation, with a case study of the research and data collection instruments. This dissertation sought to understand the social, cultural, economic and political facts that influence policy, promoting an approximation with the object of study, promoters or not of a social inclusion of the subjects involved in decision-making and improving the quality of education.
Maria de Jesus Rodrigues Duarte, Rosana Evangelista da Cruz
The article presents an overview of the academic production on Education Financing in the Postgraduate Programs in Education of the federal universities in the Brazilian Northeast, from 1990 to 2019. The documentary research, of an exploratory and descriptive nature, inserted among the review studies that map and analyze, was based on content analysis to explore the 87 theses and dissertations on Education Financing. The results showed a significant growth in production in the area, with a prevalence of dissertations and a concentration of studies in some universities (UFPI, UFRN, UFC and UFPB), as well as the predominance of the themes: valorization of teaching, social control and financing of basic education. In contrast, the research showed the need for more studies on: financing of secondary education and youth and adult education; public spending on MDE and financial decentralization – themes with less representation of the analyzed set.
Michel da Costa, Elisabeth dos Santos Tavares, Maria Emília Couto COUTO
This article aims to make a historical path about the financing of brazilian education, based on research by França (2004), Saviani (2008) and Pinto (2002, 2012, 2020). Considering the path since the colonial period and the impacts with possible legal changes that, consequently, directly affect the functioning and quality of Basic Education in public institutions, with emphasis on the Public Policies for the creation and implementation of FUNDEF (1996), FUNDEB (2007) and the new FUNDEB (2020), unveiling advances, accompanied by resistance in the struggle for quality public and free education, with the strengthening of monitoring and social control councils, in the search for democracy, transparency and decentralization in the financial management of resources.
The National Program for Strengthening School Councils (PNFCE) aims to promote the implementation and strengthening of these, in order to contribute to the discussion about the importance of the school council for pedagogical, administrative and financial aspects in educational institutions. In turn, this research had the objective of evaluating whether the PNFCE is, in fact, an instrument that provides the qualification of the subjects acting in the school councils for a democratic participation or if the program constitutes as instrument of legitimation of the actions of the State and In the perspective of docilizar the school and local community. For this academic enterprise, the analysis of the discursive formations objectified by Foucault (1999) was used as a methodological path for this research, considering that it was taken as corpus of this study the analysis of the ideological construction present in the texts that (LEJANO, 2011), evidenced by the inextricable relationship between text (politics) and context (reality in which politics is manifested) . Both the text and the context had as background the categories of analysis that support this research: State, participation and democracy. The conception of State in the perspective of Gramsci (2005), Coutinho (1988) and Carvalho (2010). And for the understanding of democratic participation, Tatagiba (2002), Dagnino (2004) and Santos (2001). Proposing a reflection about participation in school boards in the constitution of democratic management may presuppose the organization of a collegiate acting in order to plan, execute, evaluate and deliberate in the direction of the good progress of the school system. However, it is relevant to let the question emerge: how can we understand that the State promotes spaces of discussion that may constitute potential instances of confrontation with the state order itself, such as school councils? In evaluating the PNFCE, it was concluded that there are gaps between the functions of the school council and its performance in school, which implies a relationship neither as democratic nor decentralized and autonomous. Revealing the re-signification of school councils, reaffirmed in conflicts of interest, in the absence of a culture of participation and in the action of a minimal state or even a protected citizenship.
José Francisco da Silva Neto, Guiomar de Oliveira Passos
It examines the meanings defined in the creation of the Federal Institutes of Education, Science and Technology, it is inquiring about its direction and established organizational mechanism to achieve it. The procedure is a political appraisement of this transformation, based on Figueiredo and Figueiredo (1986) and Arretche (1998) and making use of legislation and government plans founders, analyzed by content type “inductive-constructive”. It was found that the Institutes are dedicated to the development understood as much as economic stability, the central “restrictive institutional convention”, as income generation opportunities, indicator of the “neo-developmentalist convention.” The medium for this is, mainly, the provision of professional education courses and toplevel defined as the potential local and regional decentralized units of autonomous organizations. Thus, what drives the creation of Institutes is the link between qualification of handiwork and development, now anchored in the idea of growing productivity and attitudes such as entrepreneurship and cooperative system.