The brazilian education planning (PNE 2001-2024)

• Autor(a) principal: Lima, Paulo Gomes
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/13344
• topic: Brazilian education; Public policies of education; National education plans (PNE's).; Educación brasileña; Políticas públicas de educación; Planes nacionales de educación (PNE's).; Educação brasileira; Políticas públicas de educação; Planos nacionais de educação (PNE’s).

The purpose of this study is to discuss the relationship between the planned (goals and strategies), in the light of the National Education Plans of Brazil (PNE 2001-2010; 2014-2024), the demands and needs of society, having as its transversal axis the democratization of access and the universalization of education for all, from the agenda of public policies for education. The study was conducted by a qualitative exploratory approach, using as sources some references from the specialized literature (FRIGOTTO, 2007; DIAS SOBRINHO, 2012; TEIXEIRA, 2002; TURRA, ENRICONE; SANT'ANNA, 1995; DOURADO, 2011; LIMA, 2009, 2010, 2013), as well as the documentary base pertinent to the two National Education Plans of Brazil (BRASIL, 2001, 2014), as well as data from INEP - National Institute for Pedagogical Studies Anísio Teixeira (2018) on dates covering the balance sheets of the PNE's. At the end of the study, there was a mismatch between expected goals, goals achieved (even partially, in the case of the second PNE still in force) and the non-coverage or compliance of requests demanded by Brazilian citizens. In the words of Dias Sobrinho (2012): “A society that cannot or does not want to extend the benefits of good quality education to all, in addition to being condemned to growing impoverishment in the highly competitive world system, is also a perverse society”; therefore, another logic focused on the democratization and validation of the social right of education without contingencies and deviations is needed.