Plano nacional de educação - PNE 2014/2024: evidências da conciliação política

Abstract

This thesis deals with the evidence of political reconciliation in the construction of the National Education Plan - PNE 2014/2014. The concept of political compromise adopted in this work is based on the work of Michel Debrun (1983) which defines it as a political and ideological construct that is characterized as a means of strengthening the power of those holding him leaning on the gap between groups dominant and subaltern classes is in its economic aspect, cultural, social or political. The central research question boils down to identify the political reconciliation constituted the main feature that has prevailed in educational policy-making is showing as a strategy. The overall objective of the research is to analyze how the political reconciliation effected in the PNE construction process and the specific objectives seek to characterize as political reconciliation has prevailed in educational policy-making in the face of influences and diverse interests; identify conflicts that emerged between interest groups and their motivations; systematize the way political reconciliation marked the diagnosis, the construction of the objectives and the NAP / 2014-2024 targets; identify action results of political reconciliation from the analysis of official documents that formed the plan of the construction process. It is argued that the policy was reconciliation strategy used in times of PNE debate. In a context of social participation and creation of public spaces for various categories of workers, the reconciliation is shown as a tool for conflict resolution and negotiation of interests. It is considered the national stage of education who spend the procedures for approval and sanction of the law establishing the National Education Plan for the period 2014 to 2024. It investigates the conflicts of interest that had relevance in the process constituting an object political reconciliation identifying the strategies of political reconciliation that were coded and grouped by categories. The methodological procedures of the research were: identification of social actors participating in the construction of the NAP process, grouped into three segments: legislative, intellectuals and civil society; participation followed by observation and effective participation in the NAP debate in public areas, particularly during the National Conference on Education; interview eight subjects of the three segments mentioned. It appears as this search, that conflicts of interest are presented within civil society and between this and the Executive, Legislative and mediated by highlighting the strategies of political reconciliation used to strengthen the PNE construction process both through co-option of civil society by executive, and between the entities that make up civil society.