Territory and public policies: An Analysis of the Implications of the Belford Roxo Municipal Education Plan (2015-2019)

Autor: Silva, Priscilla Abrantes da
Přispěvatelé: Rocha, Andr? Santos da, Oliveira, Leandro Dias de, Silva, Adriana Carvalho, Rocha, Ana Angelita Costa Neves da
Jazyk: portugalština
Rok vydání: 2019
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2022-07-21T17:43:48Z No. of bitstreams: 1 2019 - Priscilla Abrantes da Silva.pdf: 2474049 bytes, checksum: ac9011d996144e97bb2d9b2267754b74 (MD5) Made available in DSpace on 2022-07-21T17:43:48Z (GMT). No. of bitstreams: 1 2019 - Priscilla Abrantes da Silva.pdf: 2474049 bytes, checksum: ac9011d996144e97bb2d9b2267754b74 (MD5) Previous issue date: 2019-11-29 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior The reflection on the process of territorialization of educational public policies has been highlighted in the Brazilian academic scenario, due to the implementation of actions carried out by different political-institutional spheres, which directly influence the organization of education. From this perspective, based on the guidelines listed in the Federal Constitution of 1988, the Law of Guidelines and Bases of Education and the National Education Plan (PNE - 2014-2024), the local sphere assumes greater autonomy and responsibility in educational planning, based on the obligation to construct and execute the Municipal Education Plan (PME). The SME was established as a relevant document for the rationale, regulation and organization of education at the municipal level, being such an indispensable component for the implementation of Law 13.005 / 2014. Thus, the debate about the process of educational planning at the local level permeates the geographical reflection about the power relations that influence and tension the territory and consequently the production of public policies focused on education. Based on this preamble, we analyze in this dissertation the Belford Roxo Municipal Education Plan and the effects of such a political instrument on the territorial composition of Belford-Roxense education. The choice for the municipality that belongs to the Baixada Fluminense Region, in the state of Rio de Janeiro, was based on the social indicators published in the last 2010 census conducted by the Brazilian Institute of Geography and Statistics (IBGE), as well as the lack of academic research concerning the issue of education in Belford Roxo. To this end, the methodology that was used in this research consisted of a documentary analysis, based on a qualitative interpretation, supported by data collection about the organization of education of the municipality and the deepening of the bibliographic debate on policies. educational institutions in geographical science. Likewise, semi-structured interviews were conducted with some of the actors who participated in the stages of preparation and execution of the SME, in order to understand the conflicts and disputes that involved the history of conception and implementation of the Plan. Thus, we identified that the guidelines and goals contained in Belford Roxo SME were replicated from the objectives encompassed in the PNE 2014- 2024, not effectively considering the specificities of local education. Likewise, we found that the strategies listed in the document were not fully undertaken by the Municipal Secretariat of Education, which in turn weakened the consummation of such a political instrument. We therefore find that the realization of the SME has direct implications for the power relations that are asymmetrically established in Belford Roxo. A reflex?o sobre o processo de territorializa??o de pol?ticas p?blicas educacionais vem se destacando no cen?rio acad?mico brasileiro, devido a implementa??o de a??es realizadas por diferentes esferas pol?tico-institucionais, que influenciam diretamente na organiza??o da educa??o. Nessa perspectiva, com base nas diretrizes elencadas na Constitui??o Federal de 1988, na Lei de Diretrizes e Bases da Educa??o e no Plano Nacional de Educa??o (PNE - 2014-2024) a esfera local assume uma maior autonomia e responsabilidade no planejamento educacional, a partir da obrigatoriedade de constru??o e execu??o do Plano Municipal de Educa??o (PME). Deste modo, o debate acerca do processo de planejamento educacional na inst?ncia local perpassa pela reflex?o geogr?fica das rela??es de poder que influenciam e tensionam o territ?rio e consequentemente a produ??o de pol?ticas p?blicas voltadas para a educa??o. Partindo desse pre?mbulo, analisamos nesta disserta??o o Plano Municipal de Educa??o de Belford Roxo e os efeitos de tal instrumento pol?tico para a composi??o territorial da educa??o Belford-roxense. A escolha pelo referido munic?pio que integra a Regi?o da Baixada Fluminense, no estado do Rio de Janeiro, ancorou-se nos indicadores sociais publicizados no ?ltimo censo demogr?fico de 2010 realizado pelo Instituto Brasileiro de Geografia e Estat?stica (IBGE), e bem como pela escassez de pesquisas acad?micas concernentes ? quest?o da educa??o em Belford Roxo. Para tal, a metodologia que foi utilizada nesta investiga??o constituiu-se de uma an?lise documental, tendo como base uma interpreta??o qualitativa, respaldada pelo levantamento de dados acerca da organiza??o da educa??o do referido munic?pio e tal como do aprofundamento bibliogr?fico sobre o debate acerca das pol?ticas p?blicas educacionais na ci?ncia geogr?fica. Do mesmo modo, foram realizadas entrevistas semiestruturadas com alguns dos atores que participaram das etapas de elabora??o e execu??o do PME, a fim de apreendermos os conflitos e disputas que envolveram o hist?rico de concep??o e efetiva??o do Plano. Destarte, identificamos que as diretrizes e metas contidas no PME de Belford Roxo foram replicadas dos objetivos englobados no PNE 2014-2024, n?o considerando efetivamente as especificidades da educa??o local. Do mesmo modo, verificamos que as estrat?gias elencadas no documento n?o foram plenamente empreendidas pela Secretaria Municipal de Educa??o, o que por sua vez fragilizou a consuma??o de tal instrumento pol?tico. Por conseguinte, constatamos que a concretiza??o do PME possui implica??es diretas com as rela??es de poder que est?o assimetricamente institu?das em Belford Roxo.
Databáze: OpenAIRE
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