O FUNDEB e a educação das crianças de 0 a 3 anos, no município de São Gonçalo/RJ: um estudo de caso

Abstract

This thesis aims to investigate the policies of financing the education of children from 0 to 3 years, in the municipality of São Gonçalo / RJ, focusing on the management of the Fund for Maintenance and Development of Basic Education and Valorization of Education Professionals (FUNDEB). The theoretical-methodological perspective is anchored in the Case Study, an ethnographic and qualitative investigative current (LUDKE, 2013; STAKE, 2013) inspired political and epistemically in historical and dialectical materialism (NETTO, 2011), which made it possible to analyze and problematize our research object in line with a set of factors related to the local sphere investigated. As an analytical emphasis, we dialogue with the concept of Local Power (ALVARENGA; TAVARES, 2015; DANIEL, 1988; VIEIRA, 2011), through which we seek to understand dilemmas and tensions in the field of financing policies to daycare in the complexity and contextuality of the municipal sphere of Gonçalense. We understand our object of study within a contradictory and dialectical movement, consisting of different subjects in dispute for the care of their interests (COUTINHO, 1995). The contextualization of our research problem considered, mainly, the incidence of neoliberal forces on education financing policies for children, aggravated by the peripheral condition and dependent on Brazil in global capitalism (FERNANDES, 2009). In the first chapter, we draw an overview of the State of Knowledge (SILVA; SOUZA; VASCONCELLOS, 2020) produced in the field of education financing, which contributed to the theoretical reconstruction and contextualization of our research problem. Next, we discuss the theoretical-methodological perspective of the Case Study and the procedures chosen for the development of the research. In the second chapter, we revisit concepts that underlie the field of study of education financing. We seek references and dialogue with categories central to the thesis, such as the implications of Brazilian federalism in the financing policies and organization of national education, the role of the Union in the financing of Basic Education and the processes of decentralization and municipalization of education, until we reach the specificities of FUNDEB and the inclusion of small childhood in the current national policies of educational financing. In the third chapter, we move forward in seeking to relate our object of investigation to the local political dynamics, identifying fundamental marks and structuring elements related to the processes of socio-historical and political-economic training on local policies of financing the daycare center. We have outlined an overview of the administrative dependencies in the educational offer to children from 0 to 3 years old in the city, which allowed us to dialogue with the dilemmas and tensions in local policies of financing small childhood gonçalense. Finally, we sought to analyze the importance of FUNDEB in the financing of municipal public education, with emphasis on the provision of daycare, the focus of this study. We found that the policy of financing daycare in São Gonçalo is strongly conditioned to the pattern of local political relations, expressing historical traits of conservative and patrimonialist practices in the field of early childhood education, which strengthens the importance of research in the field of education financing as a raw material of the right to education in Brazil.