Abstract
In this paper we will discuss the basis of Brazilian educational funding regarding basic education. The FUNDEB, which ends in 2020, enabled the decentralization of basic education by transfering funds according to the number of registrations per school network. This model takes into account the budget capacity of the Federal Government and other federal entities, not an initial floor that allows school units to meet their operating expenses. At this moment, we discuss the design of a new standard, based on a minimum value per student.
Highlights
In 2020, FUNDEB – Portuguese initials for Fund for Maintenance and Development of Elementary Education and Valorization of the Teaching Profession - completes 13 years, and ends its validity
Based on debates carried out between different actors in the educational field in Brazil, the conclusion was reached that the improvement of teaching processes would only occur from the establishment of a minimum national standard of quality to be followed by all school establishments - and, mainly, from the guarantee of sufficient inputs for this
The recent history of Education in Brazil is confused with the history of democratization in the country: both face dilemmas for their deepening, when their agendas are resumed and expanded from the 1980s, when the Fordist production model goes into crisis
Summary
In 2020, FUNDEB – Portuguese initials for Fund for Maintenance and Development of Elementary Education and Valorization of the Teaching Profession - completes 13 years, and ends its validity. Due to the way in which the Brazilian legal framework has historically been configured, instructing the population is a function of the State, albeit with the addition of private institutions It was never clear - at least until the enactment of the LDB in 1996 - which federative sphere would assume what level of education; or whether they would be offered concomitantly by the Union, states and municipalities; or if each would pay for the its maintained schools in an integral way; or even if the different spheres of public administration would share specific expenses - such as, school meals, material, school transport. Only after the democratic opening that took place throughout the 1980s, and the advent of neoliberal policies during the 1990s, the real conditions for the decentralization of the educational system occurred, with the flags of local participation in school management and the autonomy of the community and managers in school administration
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