O papel político-institucional, as ações e as contribuições da secretaria de articulação com os sistemas de ensino (SASE) na instituição do sistema nacional de educação e na regulamentação do regime de colaboração (2011-2016)

• Ano de defesa: 2023
• Autor(a) principal: Ferrari, Lorrainy
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Sistema Nacional de Educação; Regime de Colaboração; Secretaria de Articulação com os Sistemas de Ensino; Federalismo Educacional; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/16667

The institution of the National Education System (SNE) is a demand that permeates Brazilian history, as well as the disputes for it and for the Collaboration Regime. The general objective of this research was to analyze the political-institutional role, actions and contributions of the Secretariat for Articulation with Teaching Systems (Sase) for the implementation of the SNE and regulation of the Collaboration Regime from 2011 to 2016 - that is , from its creation to its reconfiguration due to the legal-media-parliamentary coup. In addition, an attempt was made to confirm or deny the hypothesis that more than Sase's role in establishing the SNE and in regulating the Collaboration Regime, the secretariat was a welcoming space from 2011 to 2016 for private interest agents, from so that they gained prominence in the field of educational policies and in the definition of forms for the Collaboration Regime and for the SNE. As a documentary corpus, official sources were used (management reports, minutes of meetings and technical texts) and extra-official sources (interviews, news, participation in events and others), theoretically analyzed from the concepts of State and Hegemony by Antônio Gramsci, from the concept André Singer's Lulism, Francisco de Oliveira's Reverse Hegemony, and David Harvey's and Christian Laval's Neoliberalism. To map the alliances made in the time frame of the research, the Social Network Analysis Software, Gephi, was also used. The final considerations indicated that both the SNE and the Collaboration Regime, when funding education, completed disputed fields in educational policies and in this context Sase's actions were clarified with agents of private interests, especially with Todos pela Education. It can be said that the non-implementation of the SNE and the non-regulation of the Collaboration Regime by Sase was a mechanism of hegemony in reverse to manage the social problem of education.