Existem princípios de justiça equitativa na educação? Um estudo de programas educacionais executados pelo Fundo Nacional de Desenvolvimento da Educação

• Ano de defesa: 2020
• Autor(a) principal: Melo, Francymonni Yasmim Marques de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ESTUDOS URBANOS E REGIONAIS
• Palavras-chave em Português: Princípios de justiça e equidade; Programas educacionais; FNDE; Formulação; Implementação; Proinfância
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/31399

This dissertation assumes the perspective that universal access to education is not enough to overcome educational and social inequalities of origin (COLEMAN, 1966; BOURDIEU and PASSERON, 1982; CASSASSUS, 2002; BROOKE & SOARES, 2008; COLEMAN, 2011). In order to achieve this, it is necessary to deliberately adopt mechanisms that correct inequalities, specifically equalizing principles that could produce positive discrimination by giving more advantages to those who are at a disadvantage and, thus, to promote social justice in the school environment with the consequent reverberations for society as a whole, aiming at real equality (RAWLS, 1971; DUBET, 2001, 2004, 2008; CRAHAY, 2002, 2013). Based on this theoretical and normative discussion, we have the following research question: what principles or visions of justice are contained in the design of educational programs in Brazil and how are they are operationalized at the time of implementation? To answer this question, a double objective was established: to analyze the institutional design of a set of programs executed by the National Education Development Fund (FNDE) as well as to analyze the relationship between the formulation and implementation of a specific program, the Proinfância, in the municipality of Natal, in order to verify how the principles mobilized in the institutional design are reflected or not in the execution of this policy. Methodologically, a qualitative approach was adopted which combined technics of bibliographical revision concerning both the principles of justice in the classical discussion of political philosophy and the justice at school, document analysis of legislations and social policy reports, statistical descriptive analysis, as well as the application and analysis of semi-structured interviews with managers and former managers from FNDE and the Municipal Secretariat for Education of Natal. The results from the set of programs analyzed by the framework of principles of justice emphasize that no program is oriented by the meritocratic principle of justice, two of them are oriented exclusively by the equalitarian principle, four of them are oriented by the combination of both equalitarian and equitable principles and two of them exclusively by the equitable principle. Furthermore, it was possible to identify challenges within the implementation process of Proinfância in Natal, of which the main implementation struggles indicated by managers were: the challenges of construction of daycare centers, due to the existence of few constructors willing to execute the project, the problematic frame of resource transfers, the recurrent problem of lack of adequate public terrains for the project and with confirmation of ownership and the low technical-bureaucratic capacity of municipalities. However, it was perceived that, despite the above-mentioned factors, the implementation of the program managed to meet the principle of equitable justice designed in the formulation, bearing in mind that, of the 12 Day Care Centers built in the municipality with resources from Proinfancia, 10 are located in the North and West Administrative Regions, an area that concentrates the population with the lowest purchasing power in the city and 2 are located in the South Administrative Region, the richest in the city, but which has urban enclaves and the Nurseries were built, including in a area of housing estates, thus evidencing the criterion of prioritizing families in places of greatest vulnerability.