A educação básica no Brasil. leis de diretrizes e bases: textos e contextos

• Autor(a) principal: Oliveira, Débora Bueno Muniz
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/26532
• topic: educação básica; leis de diretrizes e bases; políticas de educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Basic education (K-12), due to its relevance to the development of individuals, is not just a fundamental right, enshrined in the constitutions; it is also a fundamental factor for societal development. It is, therefore, a mandatory topic for academic debates in the most diverse areas, a battleground for political disputes in parties and unions and, consequently, constantly present in the media. In Brazil, basic education has been an issue for governments, political parties, intellectuals, and legislators since the time of the Empire. The last two centuries, from the Empire to the Republic, have been times of territorial border definition, national integration within regions, urbanization, great national and international migrations and strong populational growth. Throughout this period, basic education has adjusted not only to these profound structural changes, but also to the various interventions produced by central, provincial, state and municipal governments during a sequence of eight constitutions. In 1961, the first Education Guidelines and Bases Law was promulgated, followed by those of 1971 and 1996, which constitute the State definitions and State policy for Education. They delimit competencies, establish responsibilities, and define content, methodology and the allocation of human and economic resources. These laws have been the object of analyses and criticisms, mostly legitimate and qualified, that question and evaluate their effectiveness, from the perspective of various areas. The objective of this dissertation was to establish a critical confrontation between the successive interventions in basic education produced by legislators interpreting the Laws of Guidelines and Bases, in light of their relationship to the profound structural transformations and limitations imposed by the national and international conjunctures that were taking place. The idea was to consider a broad analysis of the documents - LDBS – as to what they contain explicitly, while also considering the place and time in which they were immersed. This approach, without questioning or disqualifying others, has found that, taken as a whole, these three Laws produced over thirty-five years ago, despite limitations, mistakes and other alternatives to be operated, had a complementary character that adjusted the legislation to the realities of the different regions and the transformations that have been taking place in the country as a whole, in education, technology and in the labor market. This set of laws can be considered the process of building a national policy for basic education (if not the utopian ideal, at least the possible) given the limitations of a young country, of continental dimensions, under construction