O Conselho Nacional de Educação e os Mecanismos de Democracia Participativa

• Ano de defesa: 2019
• Autor(a) principal: Silva, Marcelo Camacho
• Orientador(a): Villardi, Raquel Marques
• Banca de defesa: Cury, Carlos Roberto Jamil , Algebaile, Eveline Bertino , Castro, Guilherme Caldas de , Castro, Leonardo Costa e , Spíndola, Márcia Cristina Pereira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Formação Humana
• Departamento: Centro de Educação e Humanidades
• País: BR
• Palavras-chave em Português: Conselho Nacional de Educação (CNE); Democracia Participativa; Conselhos de políticas Públicas; Educação; Políticas Públicas
• Palavras-chave em Inglês: CNE; Participatory Democracy; Public Policy Councils
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://www.bdtd.uerj.br/handle/1/14726

This research had as its proposal the analysis of popular participation in the National Education Council (CNE) and aimed to discuss if there is a link between the origin of the CNE counselor (the institution that indicates this) and the votes that he or she pronounces and whether this compromises participatory democracy in the National Education Council. The methodological basis of this study included the documentary research of the opinions issued by the CNE Higher Education Chamber and the minutes of the meetings between 2001 and 2004 and the analysis of the indications made to the CES / CNE between 1996 and 2018. The analysis had as theoretical support the comprehensive sociology of Max Weber and the concept of micro-power of Michel Foucault. The sources, collection, elaboration, and data analysis were carried out considering the most recent information and publications available until May 2019. It was questioned that civil society institutions participated in the indications for the National Education Council in the period between 1996-2018, how the circulation among the various groups occurs, and how this reflects the diverse interests of these institutions, what are the bases of Participatory Democracy in Brazil, whether the current functioning of the CNE meets the principles of participatory democracy, whether a new arrangement of popular participation in the National Education Council is possible, and what mechanisms could be used to deepen the participatory democracy in the scope of the National Education Council. The results obtained in the research revealed that the mechanisms of participation in the CES/CNE are incipient, that the indications for the collegiate are restricted to a set of institutions that in practice isolate the society from participation in the decisions of the council and that the collegiate can be characterized as a limiting technocracy of participation. Finally, the work developed the concept of programmed leniency to explain the process of tolerance with private interests in higher education