A Participação no controle social dos planos de educação (2015-2022): em foco os Conselhos Municipais de Educação de Rio Negro e Campo Grande/MS

Abstract

The present Doctoral Thesis has the general objective to analyze the participation of the Municipal Education Councils of Rio Negro and Campo Grande, in the state of Mato Grosso do Sul in the promotion of social control of the implementation of Municipal Education Plans (2015-2025). It questions whether the Municipal Education Councils of Rio Negro and Campo Grande promote social control of Municipal Education Plans, by participating in the monitoring and evaluation processes of the current plans. By social control, it is understood the participation of civil society in government decisions, regarding the planning, implementation and financing of public educational services, through collegiate institutions, among them the education councils. The epistemological theoretical framework was based on Gramsci’s meanings. The methodology adopted was based on a qualitative approach, supported by bibliographic and documentary sources, followed by field research and in this through an interview based on a semi-structured script of questions. Content analysis was used to process the collected data. The delimitation of the period is demarcated by the beginning of the materialization of the Plan, 2015, as a result of seven years of its implementation, until 2022, period that signals more than half of the time elapsed for its completion. The results obtained, through research and understanding of the object, show that the municipal education councils of the investigated municipalities have a participation that does not, properly speaking, encourage the promotion of social control of this municipal educational policy. Such evidence stems from the following analyzed facts: the investigated MECs present weaknesses in terms of autonomy, representativeness, parity, social participation and the constitution as a democratic locus; civil society, in addition to the institutionalized segments, does not have a significant representation in its composition, therefore, social participation in its management, almost negligible, is close to the instrumental scope; there is an expressive presence of the Executive Power in its constitutions; the mobilizing and social control functions, inherent to the democratization of society, are not even mentioned in their legislation; they do not have specific mechanisms and strategies for the follow-up of the monitoring and evaluation processes of Municipal Education Plans. In summary, the councils do not enable the social control of plans in the municipal educational scenario, since constituted in the liberal State, they are configured more as government bodies than as State bodies.