A Educação Pública e as Corporações: avanços e contradições em uma década de ampliação de investimento no Brasil

Abstract

Resumo 1Com base em pesquisas a fontes primárias e secundárias, o texto busca contribuir para a reflexão crítica sobre opções de políticas governamentais que implicaram na ampliação da simbiose entre governos e segmentos do setor privado corporativo ou a este associado. Para efeito desse intento, considera-se a destinação de recursos federais no período de 2002 a 2014, quando se ampliaram os gastos com a educação em relação ao PIB e o período de escolaridade obrigatória, paralelamente ao fortalecimento da "filantropia de risco" e de corporações na prestação de serviços aos sistemas públicos de ensino. Tratando-se de trabalho de natureza exploratória, os dados levantados apontam para a necessidade de pesquisas mais detalhadas sobre o repasse de fundos públicos para o setor privado. Palavras-chave: Privatização. Fundos Públicos. Filantropia de Risco. Public Education and Corporations: advances and contradictions in one decade of expansion of investments in Brazil AbstractThis paper, an exploratory work, is based on primary and secondary sources and seeks to contribute to the critical reflection concerning governmental policies options that involved the expansion of the symbiosis between governments and the private sector corporate segments or associated with it. In order to do that, the allocation of federal resources in the period 2002-2014 is considered. In that period, the education expenditure (in comparison to the GDP ratio) and the mandatory period of education increased, alongside with the strengthening of "venture philanthropy" and corporations in the provision of services to education public systems. The results point to the need of more detailed research about the transference of public funds to the private sector.

Arranjos de Desenvolvimento da Educação: da parceria público-privada à disputa pelo fundo público educacional

“…We can stand out, however, that this enlargement was accompanied by the transfer of public resources towards non-profit private institutions. As it was identified in the official data, these transfers were higher than those addressed to the public administration of the federal entities -according to the expenses for Maintenance and Development of Teaching -between 2002 and2012 (ADRIÃO;DOMICIANO, 2018). This action reveals that the public sphere has been transformed into a privileged locus, not only in what concerns social demands -through the effectuation of social rights -but also regarding the maintenance of the private sector's interests, via public financial programs.…”

“…Some researches about the government's budget spending, conducted within the basic public educational field, let us notice the amount of public resources transferred to the municipalities, besides the amount of money transferred to the private initiative. Adrião and Domiciano (2018), basing their analysis on the statement of revenues linked to the Maintenance and Development of Education 2 , show that the enlargement of the transfer volume of the federal resources destined to the private sector, according to the following table (n. 01). All along their analysis, the authors question about the destination of the public resources of the federal government to the private sector as a part of a 2 "It is considered as expenses with Maintenance and Development of Education, for the purpose of calculating the constitutional limit with the Maintenance and Development of Education, the expenses focused on the achievement of the basic objectives of the educational institutions in all the levels, regarding those who are dedicated to: a) the remuneration and the personal betterment of teachers and all the professionals involved in education; b) the acquisition, maintenance, construction and conservation of installation and equipment used for teaching; c) the use and maintenance of goods and services involving the teaching practice; d) edification of statistic data base, studies and researches focused on the improvement of the teaching quality; e) the promotion of necessary intermediate activities for the functioning of the teaching system; f) scholarships for public and private institutions' students; g) costing of credit operations destined to Maintenance and Development of Education; h) acquisition of didactic-school material and maintenance of school transport programs" (BRASIL, 2017, translated by the authors).…”

“…These numbers reveal that most basic school enrollments are under the responsibility of the municipalities, the most fragile federal in terms of financial and administrative competence. According to Adrião and Domiciano (2018), the municipalities are: [...] less equipped technically and financially for this task, but they have directly lived the pressure of the society to assure the effectuation of the right to education. It is important to remember that the municipalities, as the other federal entities, have been subordinated since 2001 to the Law of Fiscal Responsibility [Lei de Responsabilidade Fiscal] (LRF) that fixes the government's expenses with personal expenses in 60%, stimulating the transfer of a great part of educational activities for the private sector […] (translated by the authors) (ADRIÃO; DOMICIANO, 2018, p. 5).…”

Arranjos de Desenvolvimento da Educação (ADEs) como estratégia de atuação do setor privado na educação pública

“…A presença cada vez mais visível do setor privado (empresarial-financeiro), com ou sem fins de lucro, nas instâncias de formulação política, bem como suas diferentes formas de atuação, a exemplo da Grupo COC/Pearson, Editora Moderna/Santillana, Abril Educação/Tarpon, Grupo Objetivo, Grupo Positivo, Instituto Ayrton Senna, Fundação Lemann, dentre outros, envolvendo a venda de formação continuada, consultoria, treinamento, serviços técnicos, produtos, soluções para a "melhoria" da qualidade e dos serviços de gestão das escolas e das redes de ensino públicas, bem como a adoção de sistemas privados de ensino por parte das redes públicas de ensino, têm sido destacadas em diversos estudos (PERONI, 2015(PERONI, , 2018a(PERONI, , 2018bPERONI, 2011;PERONI, 2013;ADRIÃO et al, 2016;ADRIÃO, 2017, 2018bDOMICIANO, 2018).…”

O método de melhoria de resultados na agenda da rede pública estadual paulista: a lógica gerencial na definição da qualidade educacional

“…Posto que a privatização é a categoria central da reforma da educação, vários pesquisadores (ADRIÃO, 2017(ADRIÃO, , 2018FREITAS, 2018;PERONI, 1999; 2013; SILVA; SOUZA, 2009) têm se debruçado em investigar as diferentes formas que ela tem se concretizado no país desde a Reforma do Estado, nos anos 1990, no governo FHC.…”