Planos de educação e qualidade: dimensões das políticas públicas no Brasil

Abstract

This doctoral thesis is located in the field of public educational policies, in the State, Policies and Management of Education research line – PPGED/UFU. This study analyzed the processes of formulation and monitoring of the National Education Plan (PNE 2014-2024) and the Minas Gerais State Education Plan (PEEMG 2018-2027) from the perspective of the debate on quality in/of education. The specific objectives were: 1) Map, apprehend and examine the different concepts, conceptions and perspectives of quality in/of education present in the national debate that influence the processes of formulation and monitoring of Education Plans; 2) Contextualize and discuss the concept and processes of formulation and monitoring of public policies, seeking to situate the debate on quality that permeates the Education Plans; 3) Describe and analyze the processes of formulation and monitoring of the PNE (2014-2024) and the PEEMG (2018-2027) from the perspective of the debate on quality in/of education. The central question was: how is the debate on quality in/of education articulated in the context of the formulation and monitoring of the PNE (2014-2024) and the PEEMG (2018-2027)? As a hypothesis of the thesis, it was stated that in the processes of formulation and monitoring of the PNE (2014-2024) and the PEEMG (2018-2027) different conceptions and perspectives of quality in/of education coexist that are opposed to each other. The assumptions of bibliographic research and documental research were used. Data collection was obtained through bibliographic and documentary surveys. The documental analysis took place from the support of several authors and historical-dialectical materialism. The empirical categories learned from the object were: conceptions and perspectives of quality; public policy formulation and monitoring processes; participation. Finally, the research empirically proved the assumptions of the announced hypothesis, sometimes constituting elements of conceptions and perspectives of quality of a social nature and sometimes elements of the managerial conception of an economic nature were identified. Other results showed that there was a broad social mobilization around the processes of formulation of the investigated Education Plans, however the decisions were taken in more restricted arenas. At the current rate, most of the goals and strategies will not be met until the Education Plans expire. In practice, the Education Plans were secondary in the processes of elaboration of educational policies, contributing to the perpetuation of the dilemma of the discontinuity of public policies to the detriment of State policies.