Programa Dinheiro Direto na Escola (PDDE) e a perspectiva da redução das desigualdades regionais: uma análise a partir da região Norte do Brasil

Abstract

The consolidation of neoliberal hegemony generated changes in public education financing policies, which began to guide the availability of resources for the maintenance of the education system. The School-based Management (SBM) model has been implemented in several countries around the world, as in Brazil, through the experiences of World Bank projects. This model resulted in the implementation of the PDDE in 1995, under the aegis of reducing socioeducational inequalities. This thesis aims to analyze the Direct Money at School Program (PDDE) and its possible contributions to the reduction of socio-educational inequalities in the Northern Region of Brazil and, specifically, in Roraima, in the period between 1997 and 2017. The methodology was bibliographic and documentary, in which national and international productions of researchers and institutions from different areas of knowledge, in the area of school management financing, as well as official documents on the program were surveyed. When analyzing the program, it is evident that the financing policy faces significant challenges to reduce the inequalities present in the Brazilian educational system. In spite of the democratizing arguments that promote the process of decentralization of the educational system, the financing policy of the PDDE little modified the conditions of the socio-educational reality and, with this process of reforms and municipalization, disparities for the improvement of school management and quality of education were increased. Therefore, the PDDE in the Northern Region and, specifically, in Roraima, does not consider the inequalities present in the financing of schools, which resent a policy that guarantees the necessary conditions to overcome these inequalities, because the resource, which is very little, does not address the problems faced. In this state, most schools are rural and indigenous, resenting the imposed requirements that, in contrast to providing financing conditions, they become an obstacle for the resource to reach schools. Therefore, the objective of reducing regional inequalities has been neglected, being configured as expressions of a policy that moves away from a democratic-popular project of education and a more just society to be an instrument of politicalideological reinforcement of the neoliberal hegemony of resources optimization, focusing on demands and decentralization of management and a privatizing logic. It is noteworthy that the PDDE needs to be articulated with other actions to overcome the challenges that are presented by the State's educational systems management and school units.