A atuação do legislativo municipal no processo de deliberação das políticas públicas para a educação : "em discussão", "encerrada a discussão", "chamada para votação"

• Autor(a) principal: Peixoto, Edson Maciel
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/2251
• topic: Democracy; Education and public policies; Municipal Legislature; Legislativo Municipal; Educação; Políticas públicas - Vitória (ES) - Educação; Câmaras legislativas - Vitória (ES) - Educação; Democracia; 37

This study aims at analyzing the operation of the city council of Vítória, ES, Brazil in the process of enacting public education policies, so as to understand how the means of participation are configured in this process. We opt for the study of institutions (formal and informal norms, rules and procedures that regulate legislatures), based on the new institutionalism side (LIMONGI, 1994; HALL; TAYLOR, 2003; PERES, 2008; MARCH; OLSEN, 2008) and of the parliamentary deliberation process (FERRAZ, 2007) through which bills are considered by legislative bodies. These options were motivated by the concern about the conditions provided by the institutions that regulate legislative power and about the modus operandi of the Municipal Legislature in the deliberation process of consideration of municipal education policies. This study sees participation as a complement to representative democracy (SANTOS; AVRITZER, 2009), allowing participatory democracy practices to be built in the process of education policy consideration. Based on a case-study, this investigation was carried out through the exam of the organic law; the inside policy of the legislative power; and the 197 bills that went through legislatures from 1/1/1989 to 12/31/2014 before they were enacted. For an in-depth analysis, this study highlights 20 bills considered to represent education policies and had structuring features to the Municipal Education System. Although cases of “active participation” (LIMA, 2003) have been found, there was little practice of democracy as representative characteristic of the Legislative Power operation in the study period. This practice was characterized by poor connections between representatives and those they represent; disinterest of representatives to discuss most of the propositions about education; limitations and constraints imposed by institutions regulating the decision-making process, which encourages “nonparticipation” or “passive participation” (LIMA, 2003); willingness to keep legislature as a hegemonic decision-making process that ensures the stability of results. This reduced democratic practice is highlighted by the procedures that end the consideration of most propositions: “Under discussion”. “Discussion ended”. “Call for voting”, without any intervention by councilors.