RESUMO: Este artigo discute a atual organização federativa da polí-tica de financiamento na regulação dos sistemas públicos responsá-veis pela oferta de serviços que efetivem o direito comum à educação básica. Considera-se que a engenharia política de financiamento, estabelecida após 1996, foi capaz de induzir maior autonomia e descentralização de gestão, a adoção local de programas definidos centralmente, porém apresentou baixa capacidade de redução das desigualdades de recursos intersistemas de ensino e interescolares. O estudo procurou analisar os possíveis efeitos das alterações advindas da aprovação do Fundo de Manutenção e Desenvolvimento da Educação Básica (FUNDEB) na regulação dos sistemas de ensino. Palavras-chave:Financiamento da educação. Política educacional.Regulação sistêmica. SYSTEMIC REGULATION AND BASIC EDUCATION FUNDING POLICIESABSTRACT: The present paper discusses the current federative organization of the funding policy in the regulation of the public systems responsible for providing services that enforce the common right to basic education. Although the political engineering of funding established after 1996 allowed for more autonomy and decentralization of management and the local adoption of centrally defined programs, it did not reduce much the inequalities of intersystem and interschool teaching resources. This study analyzes the possible effects of the changes introduced by the approval of the Fund for the Development of Basic Education (FUNDEB) in the regulation of the public school systems.

The paper analyzes the infrastructure of public schools in Brazil by examining the hypothesis that the institutions with poor material conditions have students with a lower socioeconomic level. The characterization of the institutions is based on data from the 2013 School Census, submitted to latent class modeling, which revealed the existence of four different school profiles. In order to carry out a socioeconomic differentiation of the institutions, the Poverty In School Indicator (IPE in Portuguese) was created, which uses data from Bolsa Família, an income transfer program. The results confirm the available body of literature on the subject by showing that the location, the administrative dependency, the size of the school and the region of the country in which it is inserted are related to the inequalities of school infrastructure. In addition, the study finds that the public schools with better infrastructure conditions generally have lower proportions of poor students. On the other hand, most institutions with the worst infrastructure profile have mostly poor or extremely poor students, confirming the hypothesis of this research.

We analyzed the infrastructure conditions of Brazilian schools, aiming to expose their inequalities and territorial distribution. The literature review pointed an influence on previous studies of school infrastructure of regulation by outcomes on the educational system coordination and the limits of current redistributive policies in promoting greater inter federative equity. We tested the hypothesis of a poor school for the poor using the clusters analysis (use of K-means after application of hierarchical method, to determine the number of clusters and centroids). The three clusters obtained (adequate, intermediate and precarious) allowed us to trace the profiles of school infrastructure inequalities by constructing reference variables that expressed the quality of the good or service. Among the results obtained, there was a greater number of students from families participating in the “Bolsa Família” Program in public schools located in urban areas in the group called “adequate”, according to Brazilian standards. There was also a higher concentration of these students in municipal schools in rural areas of the “precarious” group, despite the reduced number of enrollments by Brazilian standards. We concluded by relating the reasons for the invisibility of these schools to the agendas of national public education policies.

RESUMO:A hipótese analisada nesse artigo considerou o discurso político sobre a constituição de um Sistema Nacional de Educação no Brasil como expressão de novo arranjo institucional para as relações intergovernamentais no sistema educacional federativo. O objetivo do estudo é compreender que elementos e mecanismos compõem o quadro analítico condutor de políticas públicas em educação para a nação. Para este fim, analisou-se a legislação constitucional de regulação institucional das relações entre os entes federados, a Lei que aprovou o novo Plano Nacional de Educação e o projeto de Lei Complementar, que objetiva regulamentar relações intergovernamentais no Sistema Educacional brasileiro. O estudo concluiu a respeito do silêncio discursivo em torno de políticas de cunho redistributivo e da regulamentação de relações intergovernamentais mediante normas infra legais.Palavras-chave: Sistema Nacional de Educação. Relações intergovernamentais nos sistemas educacionais. Federalismo e educação. The National Education System and intergovernmental relations in BrazilABSTRACT: The hypothesis analyzed in this article considered the political discourse about the establishment of a Brazilian National Education System as an expression of a new institutional arrangement for intergovernmental relations in the federative educational system. The objective of this study was to understand which elements and mechanisms draw up the analytical framework that drives the nation's public policies in education. To this end, the following documents were analyzed: the legislation that affected the institutional regulation of the relations between federated entities; the law that approved the new National Education Plan and the Complementary Law project, which aims to regulate intergovernmental relations regarding the Brazilian Education System. The study concluded that there is a discursive silence around redistributive policies

A investigação analisou as relações intergovernamentais - conhecidas como regime de colaboração entre os entes federados - pela via do mecanismo de planejamento educacional presente no sistema educacional brasileiro o "Plano de Ações Articuladas" (PAR), elaborado pelo Ministério da Educação. A abordagem acha-se associada à chamada sociologia das regulações sociais e constituiu chave de leitura do Plano de Ações Articuladas de Prefeitura Municipal e de 93 Planos de Desenvolvimento, construídos por escolas de redepública municipal. Os resultados obtidos indicam a associação do planejamento desenvolvido no âmbito de cada escola e do município com os projetos educacionais formulados e financiados pela União. Expõem, também, tensões existentes na articulação das demandas formuladas pelos atores situados nas escolas e as diretrizes de políticas públicas. O estudo conclui que o PAR constitui importante mecanismo de efetivação do regime de colaboração, mediante a associação da regulação por desempenho e burocrático-profissional do sistema educacional brasileiro.