O planejamento das políticas públicas da educação no Brasil: similaridades entre o Plano Nacional de Educação (2014-2024) e o Plano Estadual de Educação de Alagoas (2016-2026)

Abstract

This thesis brings contributions to the line of history and politics of education of the Graduate Program in Education of Alagoas (PPGE). The objective was to investigate Educational Planning as a political instrument of organization of the State, at the federal and state levels, seeking to identify the similarities that unite the different plans, namely: National Education Plan (2014-2024) and the State Education Plan of Alagoas (PEE – 2016-2026), as well as their possible convergences. The PNE (2014-2024) was studied as a guiding State policy, considering the historical conjuncture of political deconstruction initiated with the ideological movement of the extreme right, based on neoliberal ideals, in defense of a state political framework for the disruption of the social pact established in the Federal Constitution – CF 1988, intensified from the coup of 2016. It is understood that the PNE (2014-2024) is a central document, with local developments, therefore, Saviani (2009; 2010; 2011; 2017), Dourado (2010) and Calazans (2022) were chosen as theoretical support. The central elements of the plans were investigated, with emphasis on the educational planning of the post-coup State of Law in 2016, problematizing the plans in national and local contexts. The guidelines of both plans are based on a conception of universal and democratic education, focusing on quality and the eradication of illiteracy, school attendance, the valorization of education professionals and financing, among other aspects, which were threatened by the directions of austerity fiscal policies adopted during the validity of the plans. For this, a qualitative research was developed, with methodology in documentary research, analyzing Law No. 13.005 of 2014 – PNE (2014-2024), at the central level, and Law No. 7.795 of 2016 – PEE (2016-2026), at the local level. Critical theory based on Marx (1998), Gramsci (1999-2002) and Mészáros (2002) was used for theoretical discussions and understanding of reality. In addition, the Systematic Literature Review (SLR) technique was employed, conducting a survey in five scientific bases of productions that address the PNE (2014-2024) as a public education policy in the context of the Brazilian State, in a historical cut from 2014 to 2023. It was concluded that the research focused on the PNE (2014-2024) reinforces the defense of the plan as fundamental for educational planning and the consolidation of a National Education System in Brazil, being a central point to be considered by scholars and analysts in educational policies. The scientific production on the plan reveals a multifaceted analysis, considering the various contexts that shape educational policies in Brazil, with cuts to focus on epistemic themes on the object of research. When analyzing the scenario of political and economic assumptions in relation to the action of the State, the deconstruction of the PNE (2014-2024) as a public State policy was intensified, corroborating with the implementation of the goals at the central and local levels. The transposition of the guidelines, goals and strategies between the PNE (2014-2024) and the PEE (2016-2026) was observed, tending not to consider local specificities, which offers valuable subsidies for future studies on the theme.