A participação e o padrão decisório no conselho municipal de educação de Araras no ano de 2019

• Autor(a) principal: Marangoni, Pedro Cabrini
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/217067
• topic: Participatory democracy; Participatory institutions; Municipal councils; Participation; Decision pattern; Participação; Instituições participativas; Padrão decisório; Conselhos municipais; Democracia participativa

In the 21st century, the thought of participatory democracy gained interesting contours: in Brazil, the efforts of social mobilization and the new constitution allowed the emergence of participatory institutions, which expanded citizen participation in decision-making spaces for public policies. Social participation has expanded into several areas of public policy, including education: the constitution that proclaimed education as a fundamental subjective right, also instituted a federative model in the execution of education policies and strengthened a complementary participatory model. Such participatory model is manifested, at the local level, through the municipal councils of education, a participatory design characterized by the sharing of power between public administration agents and civil society actors. The municipal councils of education have two main functions: influencing the local education system and contributing to the construction of the state and federal education system; through its normative, deliberative and consultative attributions. Once the relevance of municipal education councils is understood as a local participatory forum, local practice must be analyzed in order to verify whether participation in municipal education councils fulfills their dual function. Therefore, the aim of this study is to identify the intersection between municipal public policy councils and the education system in Brazil; and verify how participation can influence public education policies in the Municipality of Araras and assess the decision-making standard of the Municipal Council of Education of Araras. This is a descriptive and exploratory study; the technique of bibliographic research in published materials is adopted as a method of procedure (articles, legislation, doctrines, jurisprudence, contents available on electronic sites, etc.); and, as a method of approach, the hypothetical-inductive approach, in order to verify hypotheses based on a specific case, through the interpretation of data collected in the literature review and in public documents; and, thus, foreshadowing the reality of the Municipal Council of Education of Araras, aiming to deepen the debate on the expansion of social participation in municipal councils.