Políticas educacionais x qualidade de educação: avaliação, limites e desafios da Educação brasileira a partir da segunda metade do século XX

Abstract

The problematic of this work is centered upon the issue quality of Education by establishing a reflection about the implementation of educational policies, mainly the ones which involve the Teacher Formation and the Teaching Profession Appreciation, the political struggles and ideologies in order to achieve the aimed results. For this, I carry out a study on the educational policies and the transformations in the area, starting from the First Republic, emphasis on the 1930s onwards, thinking about the relations, the conflicts and interests during the governments that succeeded. Also, I discuss the process of teachers organization which was increased starting from the second half of the 1970s, due to life and work conditions that the class was submitted, which were neither able to achieve the objective of the Education with quality for the population at large, nor to appreciate the professional of the Education, despite the discourses in favor of Education with quality and the implementation of the 1961 and 1971 Directive and Base Laws (Brazilian educational law) as well as the 1962 Education National Plan. The 1990s were established as the decade of the Education, a moment when several countries committed themselves to the Education for all. To evaluate this decade in educational terms, the Department of Education (MEC), among some entrepreneurs and government representatives, elaborated, in the year 2004, a document titled Education for All and the House of Representatives elaborated another, in the year 2004, titled Technical Evaluation of the Education National Plan . I analyze these two sources to perceive the view of the people involved in the elaboration of these documents concerning the Education and how they perceive the advances and retrogresses in the area. One of the fundamental institutions for the implementation process of the Education with quality is the labor union. I study their acting for the consolidation of this project, the limits and challenges that they will face in these current days. My objective was to demonstrate that besides the term quality in Education covering several aspects, the labor union, the government and entrepreneurs don t converge for the conception and direction of a really emancitory Education. By dealing with teachers testimonies, I pointed out that the Education by itself does not constitute of decisive and central elements of society s changes, whether in terms of economy, work or social relations.