Políticas de cultura para a educação: limites e possibilidades de realização do programa "mais cultura na escola" no município de Uberlândia no período de 2011-2015

Abstract

CULTURE POLICIES FOR EDUCATION: Limits and possibilities of the program “More Culture at School”

This research is the result of a study conducted under the master's degree program of Graduate Education in the line of research State Policy and Management Education, Federal University of Uberlandia. It has as object of analysis cultural development policies of the Federal Program More Culture in Schools, established in 2014. It aims to discuss the dynamics of this cultural policy that reaches out to schools in order to enhance the Full-Time Education. It seeks to answer the following questions: What are the limits and possibilities for realization of the More Education Program and, more specifically, the More Culture Program at the School, promoted by the federal government and implemented at Public of Uberlandia education in the 2011 period 2015? The actions carry within itself possibilities of transformation towards an emancipatory policy, or merely to preserve the neoliberal proposals of your time? In this perspective we will describe and analyze the implementation of these policies in 10 public schools in Uberlandia-MG included with the program in the 2014-2015 period and the strategies undertaken by cultural subjects listed for the development of actions, as well as the neoliberal stage of capitalist production and the motivations that integrate its multiple actors. It is a documental research whose literature review examines the theoretical and political aspects influencing national public policies and considers the object as a constituent part of a social construction and situated in a historical context. The interpretation of the documents is based on the concepts of area, capital and habitus of Pierre Bourdieu. As a result, it was found that the Program More Culture in Schools brought Cultural Initiatives for basic education schools to organize social spaces and establish taken positions within the area. On the other hand, without delegating decisions on the cultural make to the peripheral communities where schools are located, the local population is still remote from the decisions and without bringing into these spaces what popular culture has more valid, recognition of their habitus in the area to possible changes in the status quo. We conclude that the Federal Program More Culture in Schools in the city of Uberlandia, Minas Gerais, is limited to the dissemination and circulation of cultural goods, without worrying about the critical emancipation proposed by the Political Pedagogical Project of Schools for popular communities. The relevance of this work is its contribution to the evaluation of the implementation of public policies for culture and art in schools.