A odisseia da lei de diretrizes e bases da educação nacional no Brasil (1945-1964)
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-21
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
11
jan./dez.
46
11
jan./dez.
Coleções
Resumo
Atualmente, a educação brasileira vem sendo atacada pelo governo federal em muitas frentes: tentativa de desqualificação do trabalho docente e dos profissionais da educação (técnicos de todas as áreas), cortes nos recursos da educação, tentativa de censura à liberdade de cátedra etc. Esta pesquisa tem como objetivos a) apresentar a trajetória da Lei de Diretrizes e Bases da Educação Nacional, no período de 1945 a 1964; b) expor os bastidores da disputa política no Congresso Nacional no que tange a aprovação da Lei Diretrizes e Bases da Educação Nacional, no período de 1945 a 1964; c) fomentar a reflexão sobre as relações entre política, ideologia econômica e políticas públicas para a educação. Metodologicamente, esta pesquisa é bibliográfica e documental, qualitativa e exploratória; teoricamente, fundamenta-se nas obras de Boris Fausto (2013), Thomas E. Skidmore (2010) e Evaldo Vieira (2015). No campo da História da Educação, trabalhamos com Dermeval Saviani (1998). Além disso, como suporte teórico suplementar, visitamos as obras de István Mészáros (2015), Steven Levitsky e Daniel Ziblatt (2018), entre outras. A pesquisa demonstra que grupos políticos e sociais distintos disputaram, por razões distintas, o controle sobre a educação brasileira. Em meio a divergências e convergências entre esses grupos, o projeto de Lei que fixa as Diretrizes de Bases Nacional tramitou no Congresso Nacional durante dezesseis anos. Concluímos que é necessário refletir sobre os caminhos que percorremos, as estratégias que adotamos, as alianças que estabelecemos para enfrentar os problemas da educação.
Nowadays Brazilian education has been attacked by the Federal Government on several fronts, such as: an attempt to disqualify teacher’s work and also education professionals, education budget cuts, a censorship attempt to academic and teaching freedom and so on. This work aims to a) show the Brazilian Education Guidelines and Framework Law’s trajectory between 1945 to 1964; b) expose the behind the scenes of the political dispute in the National Congress regarding the approval of Brazilian Education Guidelines and Framework in the period of 1945 to 1964; c) promote reflection about the political, ideological, economic relations and public education policies. As regards to methodology aspects, this research is bibliographic and documental, qualitative and exploratory. As theoretical support, we have used the works of Boris Fausto (2013), Thomas E. Skidmore (2010) e Evaldo Vieira (2015). In the field of History of Education, we have used the contributions of Dermeval Saviani (1998). Furthermore, as supplementary theoretical support, we have considered the works of István Mészáros (2015), Steven Levitsky e Daniel Ziblatt (2018), among others. The research has shown that social and political groups quarreled over the control of Brazilian education for different reasons. Among divergences and convergences between those groups, the bill which determines the guidelines for Brazilian Education moved through the National Congress for sixteen years. We have concluded that it is necessary to reflect upon the paths we go through, the strategies we use, the partnerships we establish in order to face educational problems.
Nowadays Brazilian education has been attacked by the Federal Government on several fronts, such as: an attempt to disqualify teacher’s work and also education professionals, education budget cuts, a censorship attempt to academic and teaching freedom and so on. This work aims to a) show the Brazilian Education Guidelines and Framework Law’s trajectory between 1945 to 1964; b) expose the behind the scenes of the political dispute in the National Congress regarding the approval of Brazilian Education Guidelines and Framework in the period of 1945 to 1964; c) promote reflection about the political, ideological, economic relations and public education policies. As regards to methodology aspects, this research is bibliographic and documental, qualitative and exploratory. As theoretical support, we have used the works of Boris Fausto (2013), Thomas E. Skidmore (2010) e Evaldo Vieira (2015). In the field of History of Education, we have used the contributions of Dermeval Saviani (1998). Furthermore, as supplementary theoretical support, we have considered the works of István Mészáros (2015), Steven Levitsky e Daniel Ziblatt (2018), among others. The research has shown that social and political groups quarreled over the control of Brazilian education for different reasons. Among divergences and convergences between those groups, the bill which determines the guidelines for Brazilian Education moved through the National Congress for sixteen years. We have concluded that it is necessary to reflect upon the paths we go through, the strategies we use, the partnerships we establish in order to face educational problems.
Descrição
Palavras-chave
Lei de Diretrizes e Bases da Educação Nacional, Educação, Política educacional, Brazilian Education Guidelines and Framework Law, Education, Educational policy
Citação
PEREIRA, Alexandre Macedo; POLL, Margarete Von Mühlen. A odisseia da lei de diretrizes e bases da educação nacional no Brasil (1945-1964). Educação (UFSM), Santa Maria, RS, v. 46, n. 11, p. 1-21, jan/dez. 2021. https://doi.org/10.5902/1984644438609. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/38609. Acesso em: 2022-07-20