O cumprimento das metas do plano nacional de educação: impactos na consolidação do direito intersubjetivo à educação

Abstract

This dissertation examines, in an interdisciplinary manner, the fulfillment of the Goals established in the National Education Plan 2014-2024 and its impact on the consolidation of the Intersubjective Right to Education in the Brazilian context. It is part of the Research Line Education, Cultures and Contemporary Citizenships of the Interdisciplinary Postgraduate Program in Human Sciences (PPGICH) of the Federal University of the Southern Border (UFFS), Erechim/RS campus. This research seeks to elucidate the following question: what do the Monitoring Reports say in relation to the fulfillment of the Goals of the National Education Plan 2014-2024 from the perspective of the Intersubjective Right to Education? To this end, the theoretical framework is structured on authors who evidence a southern ethos, collating new knowledge from a perspective dissociated from the hegemonic model of thought, such as the epistemologies of the South and decolonial thought. The general objective of this study is to investigate what the Monitoring Reports say about the fulfillment of the Goals of the National Education Plan 2014-2024 from the perspective of the Intersubjective Right to Education. In addition, the specific objectives are aimed at: i) understanding education as an intersubjective human right; ii) perceiving the National Education Plan 2014-2024 as a regulatory instrument for Brazilian education policy; and iii) monitoring the fulfillment of the Goals and strategies of the National Education Plan 2014-2024 based on a set of indicators and official sources. The research adopts a qualitative approach and is guided by a descriptive-interpretative approach, completing the documentary analysis of the Reports of the four monitoring cycles of the National Education Plan 2014-2024. The documentary analysis, based on Content Analysis, includes the review of Monitoring Reports and the categorization of results into three categories: Goals met, Goals partially met or being met, and Goals not met, allowing, in a systematic way, notes and inferences about the proposed theme, with a view to going beyond the Cartesian metric, prevailing the interpretation of meanings, motivations, intentions, concepts, opinions, theses, moral convictions, and attitudes. The results of the research showed that, although there has been progress, the realization of the Intersubjective Right to Education is still far from being a reality in Brazil due to structural issues. Significant progress was observed that allowed more children to enroll in basic education and more daycare centers to be opened, clear efforts to promote an inclusive education system. However, regional imbalances, financial gaps, and the variation in quality standards between States continue to guarantee one thing: the non-universalization of the right to education on an equitable basis, while at the same time dissuading any uniform approach from being used at the national level. These include inadequate funding, which leads to a lack of adequate infrastructure, and socio- economic disparities that undermine the quality and equity of education. It was also noted that there is an immediate need for a decolonial and interdisciplinary policy-making process in education, with recognition of Southern epistemologies to promote an inclusive education system that respects and values cultural diversity and local knowledge