Tensões federativas no financiamento da educação básica: equidade, qualidade e coordenação federativa na assistência técnica e financeira da União

• Autor(a) principal: Cacilda Rodrigues Cavalcanti
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/BUBD-A8JMVE
• topic: Equidade; Qualidade; Assistência da União; Federalismo; Financiamento da educação; Ensino fundamental Financiamento; Educação; Investimentos na educação; Educação e Estado; Educação Financiamento; Educação Controle de qualidade

The thesis discusses the federative tensions in the funding of basic education, focusing on the technical and financial assistance of the Union to subnational federated entities. The context of analysis is the federative dynamics that was developed in the basic education funding after of the Federal Constitution of 1988, involving a set of redistributive arrangements of the resources earmarked to education and new forms of organization of technical and financial assistance from the Union, in the perspective of a quality standard and greater equalization in the provision of basic education, as prescribed by national legislation. From the conceptual approach of Elazar (1991) and of the comparative analysis of Watts (2008) on federalism, the study establishes a conceptual definition of federal tensions as an intrinsic process to federalism, which originates from the necessary compatibility between autonomy and interdependence that characterizes federal systems. From this approach, it operationalizes concepts and principles to the analysis of the tensions that have arisen in the last two decades among federal entities in the Union's technical and financial assistance for the provision and maintenance of basic education. Therefore, the federalism's theoretical approach is associated with approaches of the educational policy, in particular, in the financing field. Combining content analysis and statistical analysis, the thesis evaluates the action of Unions technical and financial assistance through the prism of its regulations and of the resources transferred to subnational federated entities, taking as reference the Initial Quality Student Cost, mechanisms to promote equity and the federal coordination processes. It presents empirical evidence that the design of the Union's technical and financial assistance policies that began in 2004 and it was consolidated in 2007, with the arrangements of the Education Development Plan (PDE), incorporated a set of mechanisms that allowed to Union greater power to influence the educational agenda of subnational governments, with few mechanisms of federative coordination. This model resulted in increased and more redistribution of resources, but with limits to promote equity and quality.