Abstract
Resumo: Apoiando-se em conceitos como democracia e participação social, este texto discute a incidência da sociedade civil na construção do PNE 2014/2024, a partir da atuação da Campanha Nacional pelo Direito à Educação. Para tanto, descrevem-se aspectos da realização da CONAE/2010, apresentam-se elementos das tramitações do texto oficial no Congresso Nacional e relatam-se as ações da Campanha ao longo de cada uma dessas fases. Ao final destacam-se os limites das intervenções da sociedade civil, a fragilidade dos mecanismos de participação e a desproporção entre os esforços mobilizados e as alterações efetivadas, elementos que podem asfixiar os estímulos à futuras participações.
Highlights
Governing with reference to planning is, in what concerns the Brazilian education, a relatively new attribute, developed only after the 1930s
The disputes regarding the preparation and execution of new educational regulatory frameworks, since the arguments that aimed to influence the chapter about regulating the Education, Culture and Sport, in the 1988 Federal Constitution, fueled scientific and students associations, unions, academic institutions, professional and organized sectors of social movements, a context that gave rise to the National Forum in Defense of Public School (FNDEP), which maintained continuous action, as in the preparation period of the Federal Constitution and the LDBEN as during the formulation of the National Education Plan proposal2
Adopting the same calculation methodology used by the federal government for drafting the cost spreadsheet of the document titled Investment forecast required to comply with PNE, beyond the current investment of 5% of GDP22, but taking as reference the Cost of Initial Quality Education per Student (CAQi), in the manner in which it was proposed by the Opinion CNE/CEB 8/2010 of the National Council of Education, the result achieved by the CNDE was that it would be necessary additional resources equivalent to 5.403% of GDP, a quite different value from the calculations presented by MEC, which was estimated at 1.943% of GDP23
Summary
Governing with reference to planning is, in what concerns the Brazilian education, a relatively new attribute, developed only after the 1930s. The disputes regarding the preparation and execution of new educational regulatory frameworks, since the arguments that aimed to influence the chapter about regulating the Education, Culture and Sport, in the 1988 Federal Constitution, fueled scientific and students associations, unions, academic institutions, professional and organized sectors of social movements, a context that gave rise to the National Forum in Defense of Public School (FNDEP), which maintained continuous action, as in the preparation period of the Federal Constitution and the LDBEN as during the formulation of the National Education Plan proposal2 It held National Congresses of Education (CONEDs) in Belo Horizonte (1996 and 1997), Porto Alegre (1999), São Paulo (2002) and Recife (2004). Recognizing the differences in social, economic and political conjunctures in the periods 1997/2001 and 2008/2014, this article, in essayistic nature, aims to reflect on the current possibilities of decisionmaking interventions of civil society in the construction of the National Education Plan for the decade 2014 / 20244, taking as reference the particular case of the actions of the Brazilian Campaign for the Right to Education, due to its intense and continuing participation since the preparatory conferences for the CONAE 2010
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