PUBLIC-PRIVATE FINANCING OF SPECIAL EDUCATION: WHO WINS AND WHO LOSES IN THE MARKET BENEMERENCE?

• Autor(a) principal: Nunes, Lorrana Oliveira
• Data de Publicação: 2022
• Outros Autores: Rodrigues, Ana Cláudia da Silva
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4607
• topic: público-privado; financiamento educacional; educação especial; mercado; public-private; educational financing; special education; market; público-privado; financiación de la educación; educación especial; mercado

This article aims to analyze the game of disputes and negotiations for the public fund between public-private partnerships in the financing of special education. The discussions derive from the bibliographic and documental review of writings aligned with the elected objective, and are supported by the theoretical assumptions of the historical-dialectical materialism (MARX, 1985). In the analysis of the sources consulted, it was verified that in the context of the State's exoneration in relation to social policies, the public-private partnerships win the dispute in the benemerence market in detriment to the target public of special education, and seek the resources of the public fund and the participation in the direction of educational policies. It was also evident that the partnership between the State and the private sector contributed to the precariousness of public education, to fuel tensions between the conquered rights and the effective rights, and to the non-compliance with the goals of the PNE 2014-2024 and the pacts firmed between Brazil and international organizations, such as the Declaration of Salamanca (1994). On the other hand, the findings revealed some exits to combat social and educational apartheid, which has been disseminated by the business class in the saga of the dispute for the public fund: develop the capacity of organization, access to information, and internal communication to ensure public investments; overcome centralized management in school spaces; and strengthen social control through social and popular participation.