Banca de DEFESA: Robson Vila Nova Lopes

ANÍSIO TEIXEIRA'S IDEAS IN THE INSTITUTIONALIZATION OF THE NATIONAL EDUCATION SYSTEM (SNE) IN BRAZIL: competing projects and the crisis of intentions

Anísio Teixeira - National Education System -Public Policies – PLP 235/2019

This research was based on the need to understand how Anísio Teixeira's ideas echo in the text of Complementary Bill 235/2019, which proposes the implementation of the National Education System in Brazil. To this end, its main objective is to identify and analyze the repercussions of Anísio Teixeira's thinking on the structuring of the SNE, exploring the different projects in dispute and the crises of intentions throughout the historical development that led to the aforementioned Bill. The research methodology employed was predominantly qualitative, encompassing descriptive, exploratory, bibliographical, documentary, and content and discourse analysis aspects. From a theoretical point of view, the Policy Cycle framework was adopted, from which we observed the contexts of influence and text production of PLP 235/2019. The results were presented in five chapters, which analyzed the trajectory and challenges of the idea of a National Education System in Brazil, covering everything from its origins to the complex federative dynamics that influence its implementation. The development of the concept of the National Education System within the legal framework and the political and ideological disputes that shaped Complementary Bill (PLP) 235/2019, proposing a regulated SNE, were examined. Finally, the analysis highlighted Anísio Teixeira's ideas, their impact on Brazilian education, and how and which of these ideas materialized in the text of PLP 235/2019. We noticed that the following ideas from Anisio Teixeira's thinking are concentrated especially in the second chapter of the Bill, echoing in the articles defining the attributions of the federated entities in structuring the proposed National Education System: federative articulation, education as a social right; equality and equity; democratic management of education; appreciation of education professionals; planning and articulation of educational policies; articulation between education, work and social practices; national quality standards in education; inclusive educational policies; evaluation and monitoring.