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Conflicts in the implementation of educational policies in Brazil: the relationship between the national government and the municipalities since the education development plan

Grant number: 09/12137-5
Support type:Scholarships in Brazil - Master
Effective date (Start): March 01, 2010
Effective date (End): February 29, 2012
Field of knowledge:Humanities - Education - Educational Administration
Principal researcher:Nora Rut Krawczyk
Grantee:Ananda Grinkraut
Home Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This dissertation aims to analyze intergovernmental relationships, particularly those between the National level and municipalities, in the enactment of local educational policies, identifying the conflicts, interests and social demands which permeate the implementation process of the "Education Development Plan". In order to support this analysis, case studies were carried out in two municipalities in the state of Sao Paulo; one of them was classified by the Ministry of Education as a 'priority municipality' and the other one as a 'non-priority municipality'. Field observations, document analysis and interviews were conducted in both municipalities and with representatives of the Ministry of Education involved with this Plan. From the data collected, it was possible to establish three lines of analysis: a) the implications of the elaboration and monitoring of the "Articulated Actions Plan" and the constitution of its Committee; b) the uses of the "Index of Basic Education Development" and its implications for local management; and c) the place of the municipality in the educational policy agenda, considering the link proposed by the Plan between education and territory. The first set of factors analyzed was established with basis on the aspects introduced by the national government under the Education Development Plan, as a new relationship established with the municipalities. The second line of analysis focused on the reformulation and use of the national evaluation conducted by the Ministry of Education, and its implications in the local management of education policies. The third line of analysis has sought to confront the Ministry proposal with the reality in each of the municipalities studied. In this sense, municipalities were considered as a privileged space in the performance of the various governmental levels as well as the intersection of different school systems. It was noted, in one hand, that the new dynamics promoted by the federal policies related to the planning process and social participation, barely changed the local management. On the other hand, it was observed that the local administration remains strongly influenced by mechanisms of external evaluation, even considering the changes made in its format and use of its results by the federal government. Despite some advances, the dynamics proposed by that Plan have dealt with the intergovernmental conflicts as they were merely the reflex of technical problems, disregarding the role of historical conflicts which have been consolidated in Brazilian federalism and its educational system. Thus, this process has concealed some of the problems and conflicts experienced by the municipalities in the management of local educational policies. (AU)

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