As ações do FNDE (2014-2022): (des)construção da educação pública?

• Ano de defesa: 2025
• Autor(a) principal: Neves, Lana Karla Duques
• Orientador(a): Amaral, Nelson Cardoso
• Banca de defesa: Amaral, Nelson Cardoso , Oliveira, João Ferreira de , Moraes, Karine Nunes de , Mesquita, Maria Cristina das Graças Dutra , Carvalho, Renata Ramos da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: Financiamento da educação básica; FNDE; Ações de assistência financeira
• Palavras-chave em Inglês: Financing of basic education; FNDE; Financial assistance actions
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.bc.ufg.br/tede/handle/tede/14690

This is a Doctoral Thesis in Education, linked to the research line State, Policies, and History of Education, developed in the Graduate Program in Education, of the Faculty of Education, of the Federal University of Goiás (PPGE/FE/UFG). The general objective of this study is to analyze the evolution of the Union's financial assistance actions for basic education, executed by the FNDE, from 2014 to 2022. To this end, the following specific objectives are established: 1) to understand how the federative regime, the Democratic Rule of Law, and neoliberalism relate to the (de)construction of the right to education; 2) to explain the (de)construction of the financing of public basic education based on the 1988 Federal Constitution; 3) to analyze the evolution of the FNDE's financial assistance actions for basic education from 2014 to 2022. This is a bibliographic, documentary, and qualitative-quantitative research. The theoretical-methodological aspects are based on historical-dialectical materialism. The theoretical contributions of this study are: Abrucio (2010), Amaral (2001, 2003, 2012, 2016a, 2016b, 2017, 2021), Bobbio (1998, 2022), Brown (2019), Cavalcanti (2019), Dallari (2011), Dardot and Laval (2016), Dourado (2017, 2019), Farenzena (2011, 2021, 2022), Harvey (2014), Martins (2011, 2021), Osorio (2014), Pinto (1999, 2018), Tanno (2017a, 2017b), among other authors. Budget data collection was conducted through the Federal Government's Integrated Planning and Budget System (Siop). The timeframe selected was 2014 to 2022, a period marked by fiscal austerity. The minimum percentage to be allocated to education by the Union was suspended between 2017 and 2022, as determined by Constitutional Amendment No. 95/2016; and the allocation of the education salary as a source of funding for the FNDE's specific programs was threatened (PEC No. 188/2019 and Bill No. 5,595/2019). Total MEC and FNDE expenditures were analyzed, as well as total FNDE expenditures by budget unit. The settled expenditure for budget unit 26298 (FNDE) was broken down by action. The total amounts of FNDE financial assistance actions for basic education and the amounts by grouping were analyzed. The criterion used to group the actions was the primary expenditure result: mandatory (constitutional or legal) or discretionary. Expenditures per action were also analyzed, selecting those corresponding to the FNDE's universal education programs. The results showed that, in 2014, the federal government's spending on supplementing Fundeb was lower than on other financial assistance measures for basic education. Starting in 2015, this logic reversed, and by 2022, the difference was drastic. The federal government supplemented the Funds but reduced its participation in other educational policies implemented by the FNDE. Even mandatory legal expenditures (PDDE, PNAE, and PNATE) were reduced. Discretionary expenditures were severely affected by the fiscal austerity policy, weakening programs such as PNLD, Caminho da Escola, and Proinfância.