O papel do Conselho Estadual de Educação de Minas Gerais na formulação das políticas públicas de educação no âmbito do sistema estadual de ensino mineiro

Abstract

This doctorate thesis investigates the role of Education State Council of Minas Gerais/Brazil (CEE-MG) regarding the formulation of public policies, in the context of the state public education system of Minas Gerais. The theoretical and methodological framework adopted is the historical neoinstitutionalism, whose premise if the analysis of the public policies by means of the historical and processual context of the institutions. The initial investigation of the Brazilian federal educational legislation allowed for the formulation of the main hypothesis of this work: that the Brazilian federative design, responsible for the organization of national education (repartition of the attributions and competencies between the federative entities, in education matter) is an important element for the analysis of the State Education Councils (CEEs). Such hypothesis grounded the period chosen for the investigation upon CEEs, namely, 1996-2016. That thesis presents and discusses two literature reviews: i) a review that presents and discusses the analysis of literature about CEEs on the state public education systems; and ii) a review that discusses the Brazilian federative design, especially that of the state federative entities. Constitutes the empirical corpus of that thesis: i) the normative context emanated from the Brazilian federal educational legislation, related to the thematic of Education Councils and the organization of national education; ii) the normative content emanated from the state educational legislation, on Education Councils in Minas Gerais; iii) the Resolutions formulated by CEE-MG, in the period from 1996-2016; iv) the Normative Reports formulated by CEE MG, in the period from 1996-2016; v) the Minutes from the assemblies of CEE-MG, in the period of 1996-2016; vi) thirteen semi-structured interviews with members and former members of CEE-MG. That corpus received the treatment of the technique of Content Analysis. That thesis affirms that CEE-MG is immersed in the a complex historical and political context, in which are intertwined, concomitantly: the Brazilian federative design, by means of the organization of national educational; the process of formulation of the educational policies in the context of Minas Gerais federative entity; the historical and institutional context of CEE MG, as well as the correspondent normative production. That thesis presents, therefore, the following conclusions: i) from 1990 on there has been a decrease on the state normative production, concerning the attributions and competencies from CEE-MG about the public education system of Minas Gerais. That aspect derailed a reformulation of the role of CEE-MG in the educational system, especially since the promulgation of LDB/1996; ii) there was, therefore, an excessive parsimony of the federative entity of Minas Gerais in reformulating the role of CEE-MG on the education system; iii) in the context of its own normative production, CEE-MG is remarkable for the higher volume of Resolutions on Higher Education; iv) in relation to Elementary Education, CEE-MG delegated a great deal of its competencies to the State Education Secretary; v) in relation to Higher Education, CEE-MG did not give up of its attributions and competencies, in order that it has a prominent role in the expansion of offering that educational level; vi) the result of ADI 2501-5 reduced dramatically the role of CEE-MG in relation to Higher Education, since 2008; vii) CEE-MG presents a low reach in the context of a hierarchized educational system, since the formulation of educational policies is concentrated at the State Education Secretary; viii) in the last years, the normative production of CEE-MG is expressed by means of the elaboration of reports, whose target is the Private Elementary Education System, in which the organ still has an important consultant and normative role.