O “legado” da pandemia de Covid-19 para a educação básica pública no Brasil

Abstract

This doctoral thesis in Education brings with it the theme of public Basic Education and the covid-19 pandemic in Brazil. Inserted in the Research Line “Education Policy and Management”, it is part of the Postgraduate Program in Education at the Faculdade de Educação of the Universidade Fedral da Grande Dourados – PPGEdu/FAED/UFGD, located in the state of Mato Grosso do Sul. The investigation seeks to answer the following question: how are relationships established between the regulations adopted during the covid-19 pandemic and the precariousness of Brazilian public Basic Education? In search of answers, the general objective is to: analyze the relationships between educational legislation – from international to national – adopted during the global health emergency caused by covid-19, and the precariousness of Brazilian public Basic Education in the period of 2020 to 2022. The specific objectives of this study are: a) to analyze the interface between the international policy agenda for Basic Education and the educational agenda of Brazilian governments after the 1988 Federal Constitution; b) understand the legislation for public Brazilian Basic Education during the covid-19 pandemic and c) compare the Brazilian educational policy agenda at the beginning of the Bolsonaro government with educational legislation during the period of the covid-19 pandemic. The theoretical assumption is historical-dialectical materialism with a focus on Antonio Gramsci's category of Expanded/Integral State. The methodology adopted is based on bibliographic and documentary research with a qualitative approach. In bibliographic research, data were collected from the Brazilian Digital Library of Theses and Dissertations – BDTD, the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel – CAPES, the Online Electronic Scientific Library – SciELO Brasil and the CAPES periodicals. As for documentary research, documents issued by the National Education Council and the Ministry of Education in the 2020-2022 period were used as primary sources. Based on the data collected and the analyzes carried out, the thesis is defended that the educational crisis during the covid-19 pandemic must be seen as a consequence of a process of precariousness in Brazilian Basic Education, which was already underway, and which was worsened by the policies implemented since 2019. It is concluded that the covid-19 pandemic acted as a catalyst, highlighting and exacerbating the structural deficiencies existing in the Brazilian educational system. This magnifying glass effect highlighted the urgent need for investments and structural transformations to guarantee socially referenced quality education.