Antonio Roberto Xavier, GILSON ADÃO DOMINGOS VIEIRA, Fidel Cambundo Sanuca, Edmilson Alberto Matamba · 8 authors
The main objective of this work is to investigate the level of cooperation, decentralization, and dialogue that exists between municipalities due to the federal pact. The 1988 Federal Constitution established the federal pact with a peculiarity: the so-called triune federalism, which recognizes the existence of three federative entities: the Union, the states, and the municipalities. Municipalities possess their own political, administrative, and financial competencies, but this decentralization also entails serious problems. Municipalities are autonomous, but many of them do not produce enough to sustain and develop themselves, and often municipal, state, and federal responsibilities are confused with the implementation of the National Education System. By the end of 2025, this scenario had changed, with the creation of a clear document outlining what each entity should do. This was linked to the new Fund for the Maintenance and Development of Basic Education and the Enhancement of Education Professionals, officially made permanent in 2020, and the mass participation in Education Development Arrangements and municipal public consortia, which led to a significant improvement in the Basic Education Development Index of several municipalities. From a methodological point of view, a Bibliographic and Documentary Review was used, this being a quantitative-qualitative research, of a basic nature and of a theoretical genre. The main results show that cooperation between municipalities is indispensable for public policies to take place and achieve their objectives based on the federative pact, since, as demonstrated; many municipalities have improved in development, especially regarding economies of scale applied to education.
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.
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.
A gestão democrática, a autonomia e a participação popular nos processos decisórios são elementos que sintetizam as características das relações sociais que fundamentam um tipo de sociedade pautada em relações transparentes e solidárias. Nesse sentido, a escola pública é local privilegiado para o estabelecimento de relações sociais dessa natureza. A instituição de canais de participação e a oferta de condições institucionais, materiais e humanas para as escolas públicas são elementos indispensáveis para que isso se realize. A implementação de políticas públicas comprometidas com as classes trabalhadoras sugere que o Estado, por intermédio de suas instituições, se aproxime dos usuários dos bens e serviços públicos, provendo-lhes os meios necessários que garantam condições dignas para o exercício da cidadania. No caso das escolas públicas municipais de São Carlos, a regularidade na disponibilização de recursos financeiros para os gestores escolares foi uma forma de descentralização adotada pela Administração Municipal de São Carlos, no período 2001-2004 para garantir as condições materiais de funcionamento das escolas, com a participação popular. A análise dos dados demonstrou que essa política pública é um instrumento importante para atender as necessidades materiais e de serviços mais imediatos das escolas públicas. O desenvolvimento do trabalho mostrou que a prioridade dos gastos foi com a manutenção predial e aquisição de materiais pedagógicos, contudo as características históricosociais da cidade de São Carlos são elementos dificultadores para que as intenções democratizantes da gestão estudada, com a instituição de canais de participação popular e outros mecanismos de aproximação do Estado dos usuários dos bens e serviços públicos fossem apropriados. Como instrumento indutor da gestão democrática, a análise reafirmou o tecido social da cidade e mostrou que a organização interna, na maioria das escolas públicas, não tem favorecido a participação popular. Como proposta, o estudo sugeriu o aprimoramento dos critérios utilizados para a descentralização de recursos financeiros para as escolas municipais e o fomento às ações que possam contribuir para que haja a ruptura com práticas tutelantes.