Conselho Municipal de Educação : figurações, interdependências e políticas de educação especial

• Autor(a) principal: Fernandes, Márcia Alessandra de Souza
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/8658
• topic: Municipal Council of Education; Special education; Figuration; Interdependence; Power; Conselho Municipal de Educação; Educação especial; Figuração; Interdependência; Poder; Relações sociais; Educação; Administração pública - Educação - São Mateus (ES); Educação especial; Poder (Ciências sociais); 37

This paper analyzed the interrelations of the Municipal Council of São Mateus-ES Education (MCE / SM) regarding the dynamics of special education policy, seeking to understand the history, structure, functioning, composition and operation of that department, from the Institution of the Municipal Education System in 2004. It claims to understand the municipal Education Board, which is established in the architecture of educational policy as a result of the new federal format assumed by the Country with the Constitution of 1988, that formalized the inclusion of the municipality as a federal entity which allows the establishment of its own education system. Opts for a qualitative methodological approach, outlined as a case study of ethnographic type. It is based on the theoretical elaborations of Elias (1993, 2001, 2006, 2011) and Elias and Scotson (2000) about the concepts of figuration, interdependence and balance of power. Based on their elaborations, conceive the MCE / SM as a figuration of individuals from different social orders whose relations present the dynamics of how their lives inter-relate to other figurations and, as such, interfere with them. It seeks to identify the interplay of forces that keeps the MCE / SE, as a social organization, an unstable balance of power, in the exercise of its powers as a forum for education policy proposition of subjects of special education. It also includes the disposal of the National Policy Special Education in the Perspective of Inclusive Education. It is based on both the applicant literature (Saviani, 1999; CURY, 2005; SARMENTO, 2005; BORDIGNON, 2009), as the evidence of recent academic research (FERREIRA, 2006; MARTINIANO, 2010; Moura, 2010; ALVES, 2011; NATAL 2011; OLIVEIRA, 2011; BASIL 2012; PEREIRA, 2013; SOUZA, 2013) to highlight the relevance, and based on the argument that the MCE is uncertain. It presents a legitimate space for significant changes in order to take centrality in many political decisions and at the same time, as a possibility of overcoming hierarchical and centralized models in the field of education. It points out that the effectiveness of these spaces, in its breadth, still need to be achieved and the power must be reinforced. Analyses show that the council will serve the desires of an educational system, if their members reconcile their differences. It stresses that the MCE / SM advances in its technical field, when designing social participation in the preparation of regulations. It can follow the discussions at local and national levels considering 12 the unity in multiplicity, but as a historical character, in the flow of the events surveyed, it still needs to adjust the technical dimension to politics in order to mobilize their groups and to balance power