Transporte escolar no Brasil: uma análise da produção acadêmica no período de 2004 a 2024

Abstract

This dissertation is linked to the Research Line on State, Policies, and Management in Education, within the Postgraduate Program in Education (PPGED) of the Faculty of Education (FACED) at the Federal University of Uberlândia (UFU). Its objective is to analyze academic productions that address school transportation, aiming to apprehend the theoretical- methodological perspectives adopted, the predominant approaches, and the investigative gaps existing in the scientific literature on the topic. The temporal scope covers the period from 2004 to 2024, with the promulgation of Law No. 10.880/2004, which established the National Policy for School Transportation Support (PNATE), serving as the initial landmark. This is bibliographic research, grounded in the methodology of the state of the art, which consists of the identification, systematization, and analysis of productions. In this work, the survey of research was conducted using the Catalog of Theses and Dissertations from the Coordination for the Improvement of Higher Education Personnel (Capes), where 31 productions were identified and pre-analyzed. Subsequently, eleven academic productions representative of the themes identified in the research on school transportation were selected. The eleven delimited works were then systematically analyzed with the objective of mapping and constructing analytical syntheses that contribute to the understanding of the privileged, secondary, or absent approaches in the scientific production on the object of study, as well as to understanding what characterizes this production. It is inferred from the initial evaluation of the productions that there is a concentration of studies focused on Rural Education, school closures, and school nucleation, an aspect corroborated by the results obtained at the end of the investigation. Of the eleven selected studies, five addressed the theme of school nucleation, while the other six were distributed among different topics: school transport and access to education, school transport and education funding, school transport and traditional communities, the “Caminho da Escola” Program, privatization of school transport, and inclusion. Methodologically, qualitative approaches predominated, present in ten studies, while only one adopted a mixed-methods approach. The analyses point to the recurrence of widely debated themes, such as the right to education, and to the scarcity of studies on relevant but little-explored aspects, such as the financing of school transport and inclusion.