O público e o privado em políticas de subvenção estatal: Programa Bolsa Creche e “Escuelas Autogestionadas”
Carregando...
Data
2018-08-01
Autores
Oliveira, Jaqueline dos Santos [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa, financiada pela Coordenação de Aperfeiçoamento de Nível Superior (CAPES), analisa as configurações do público e do privado em políticas de subvenção estatal às instituições educacionais privadas no Brasil (Programa Bolsa Creche) e na Argentina (Projeto Escuelas Autogestionadas). O Programa Bolsa Creche se assenta no subsídio do Estado às instituições educacionais privadas com e sem fins lucrativos para o atendimento da educação infantil. No caso específico desta pesquisa, analisamos o programa do município paulista de Limeira, Lei Municipal n° 3.649 de 2003 e regulamentado pelo Decreto Municipal nº 318, de 18 de outubro de 2007, nele fica estabelecido um valor per capita mensal por aluno matriculado, repassado à instituição privada concessionária. A justificativa para o desenvolvimento do mesmo é a necessidade de atendimento à demanda na educação infantil, principalmente na creche. O projeto Escuelas Autogestionadas ou Escolas Experimentais foi instituído na Província argentina de San Luis pela Lei nº 4.914 de 1991 e regulamentado pelo Decreto Executivo nº 2.562 de 1999, consiste em um projeto de escolas geridas por associações civis (caracterizadas como organizações públicas não estatais), financiado pelo Estado por meio de um sistema de alocação por aluno. O argumento para a implementação do projeto é a necessidade de inovação (didática e pedagógica) e a melhoria da educação. Ambos os programas/ projetos apresentam características peculiares e comuns. Para compreendê-las, bem como as configurações do público e do privado nessas políticas, esta pesquisa se caracteriza como qualitativa, realizada por meio da revisão bibliográfica e pesquisa documental em fontes primárias (legislações, documentos e publicações oficiais e dados relativos aos programas/ projetos), além de coleta, sistematização e análise de dados oficiais dos dois países. Os resultados do estudo demonstraram que as legislações gerais e educacionais dos dois países tratam da questão da subvenção estatal às instituições privadas. No Brasil, a Constituição Federal de 1988 e Lei de Diretrizes e Bases da Educação (LDB) de 1996 garantem a destinação de recursos públicos a instituições privadas comunitárias, filantrópicas e confessionais, ressalta-se, no entanto, a legislação brasileira não faz referência à destinação de recursos a instituições particulares em sentido estrito. Na Argentina, a Lei de Educação Nacional de 2006 garante a destinação de recursos públicos a instituições privadas para o pagamento de salário dos docentes. No que diz respeito às configurações do público e do privado, destaca-se que a distinção entre educação pública e privada na Constituição brasileira é pautada no tipo de estabelecimento/instituição, isto é, na propriedade e na LDB a diferença se dá a partir da propriedade, do financiamento e da gestão educacional. A Constituição argentina não fala em educação privada, mas faz referência à educação pública estatal e a Lei de Educação Nacional de 2006 estabelece que a educação seja um serviço público, assim toda educação é entendida como pública, sendo que a diferença seria o tipo de gestão: estatal, privada, cooperativa e social. Conclui-se que o público e o privado em educação assumem perspectivas diferentes nos dois países, assim como as políticas educacionais adotadas.
This research, funded by the Coordination for the Improvement of Higher Education (CAPES), analyzes public and private settings in state subsidy policies for private educational institutions in Brazil (Programa Bolsa Creche/ Day Care Scholarship Program) and in Argentina (Projeto Escuelas Autogestionadas/ Self-Managed Schools’ Project). The Bolsa Creche Program is based on state subsidies to private educational institutions, both profitable and non-profitable, for the provision of early childhood education. In the specific case of this research, we analyzed the program of the municipality of São Paulo in Limeira, Municipal Law No. 3,649 of 2003 and regulated by Municipal Decree No. 318, of October 18, 2007, in which a monthly per capita value is established per student enrolled, to the private concessionaire. The justification for its development is the need to meet the demand in early childhood education, especially in day care. The Projeto Escuelas Autogestionadas ou Escolas Experimentais (Self-managed Schools’ Project or Experimental Schools) was established in the Argentine Province of San Luis by the Law No. 4,914 of 1991 and regulated by Executive Decree No. 2,562 of 1999, consisting of schools’ project run by civil associations (characterized as non-state public organizations) financed by the State through an allocation system per student. The argument for project implementation is the need for innovation (didactic and pedagogical) and for the education improvement. Both programs / projects have peculiar and common characteristics. In order to understand them, as well as the public and private settings in these policies, this research is characterized as qualitative, carried out through bibliographic review and documentary research in primary sources (legislation, official documents and publications and data on programs/ projects), besides the gathering, systematization and analysis of official data of the two countries. The results of this study showed that general and educational laws of both countries address the issue of state subsidies to private institutions. In Brazil, the Federal Constitution of 1988 and the Law of Guidelines and Bases of Education (LDB) of 1996 guarantee the destination of public resources to private community, philanthropic and denominational institutions, it is pointed out, however, that Brazilian legislation does not refer to resources to private institutions in the strict sense. In Argentina, the National Education Law of 2006 guarantees the destination of public resources to private institutions for the payment of teachers' salaries. Regarding the public and private settings, it is important to note that the distinction between public and private education in the Brazilian Constitution is based on the type of establishment/ institution, that is, on property and in LDB the difference is from the ownership, financing and educational management. The Argentine Constitution does not speak of private education, but refers to state public education and the National Education Law of 2006 establish that education is a public service, so all education is understood as public, and the difference would be the type of management: state, private, cooperative and social. We conclude that the public and private in education assume different perspectives in both countries, as well as the educational policies adopted.
This research, funded by the Coordination for the Improvement of Higher Education (CAPES), analyzes public and private settings in state subsidy policies for private educational institutions in Brazil (Programa Bolsa Creche/ Day Care Scholarship Program) and in Argentina (Projeto Escuelas Autogestionadas/ Self-Managed Schools’ Project). The Bolsa Creche Program is based on state subsidies to private educational institutions, both profitable and non-profitable, for the provision of early childhood education. In the specific case of this research, we analyzed the program of the municipality of São Paulo in Limeira, Municipal Law No. 3,649 of 2003 and regulated by Municipal Decree No. 318, of October 18, 2007, in which a monthly per capita value is established per student enrolled, to the private concessionaire. The justification for its development is the need to meet the demand in early childhood education, especially in day care. The Projeto Escuelas Autogestionadas ou Escolas Experimentais (Self-managed Schools’ Project or Experimental Schools) was established in the Argentine Province of San Luis by the Law No. 4,914 of 1991 and regulated by Executive Decree No. 2,562 of 1999, consisting of schools’ project run by civil associations (characterized as non-state public organizations) financed by the State through an allocation system per student. The argument for project implementation is the need for innovation (didactic and pedagogical) and for the education improvement. Both programs / projects have peculiar and common characteristics. In order to understand them, as well as the public and private settings in these policies, this research is characterized as qualitative, carried out through bibliographic review and documentary research in primary sources (legislation, official documents and publications and data on programs/ projects), besides the gathering, systematization and analysis of official data of the two countries. The results of this study showed that general and educational laws of both countries address the issue of state subsidies to private institutions. In Brazil, the Federal Constitution of 1988 and the Law of Guidelines and Bases of Education (LDB) of 1996 guarantee the destination of public resources to private community, philanthropic and denominational institutions, it is pointed out, however, that Brazilian legislation does not refer to resources to private institutions in the strict sense. In Argentina, the National Education Law of 2006 guarantees the destination of public resources to private institutions for the payment of teachers' salaries. Regarding the public and private settings, it is important to note that the distinction between public and private education in the Brazilian Constitution is based on the type of establishment/ institution, that is, on property and in LDB the difference is from the ownership, financing and educational management. The Argentine Constitution does not speak of private education, but refers to state public education and the National Education Law of 2006 establish that education is a public service, so all education is understood as public, and the difference would be the type of management: state, private, cooperative and social. We conclude that the public and private in education assume different perspectives in both countries, as well as the educational policies adopted.
Descrição
Palavras-chave
Educação, Configurações, Público, Privado, Subvenção, Education, Settings, Public, Private, Subsidy