A política de permanência no processo de democratização do Ensino Médio em Manaus

Abstract

The research analyzes the process of democratization of education with a focus on permanency in high school, manifested and defined as a public policy in the state education network of Manaus-Amazonas. It questions how permanency as a public policy is manifested and defined, understood from the perspective of the democratization of high school education in Manaus' state education network. The study was structured in three sections, from the global dimension to the local one, presented in an intertwined way. The first part addressed the democratization of Basic Education in the global dimension of politics, bringing the meanings and configurations of the concepts assumed in the research, such as democracy, education, access, permanency and quality, and also some points and counterpoints of education in Latin America with their developments for Brazil. The second part highlighted the policy in its national dimension, locating permanency in Brazil in its texts and contexts, considering the main historical references of permanency and the counterpoints assimilated, and which can be perceived as milestones of school permanency, based on their normative, political and emancipatory aspects; and in the final part, it is worth mentioning the Amazonian context in the particularity of Manaus, focusing on the policy of permanency materialized in the programs and projects that started from an own design, redirecting afterwards acording to quality criteria related to the large scale evaluation policy. The study corresponds to a documentary research where the categorization occurred from the analysis of the educational policy, considering educational documents of the decades from 1990 on, in the three dimensions: global, national and Amazonian. Thus, the documentary corpus is composed of the Declarations of Jontiem (1990), Dakar (2000) and Incheon (2015), the National Education Plans (2001 and 2014), the State Education Plans (2008 and 2015), decrees, ordinances, high school resolutions and digital newspaper archives that reflected the repercussion of the implemented policy. The Electronic System of the Citizen Information Service (e-SIC) and the MEC website were also used as a data source. In our main results, it was evident that permanency was coined with other expressions and variations of meaning in the historical context, governed by political interests; the full-time school model in high school was a pioneer initiative of the Government of Amazonas from 1996 underlying since the Project Professional Excellence. The entry of national and international politics in the Amazonian context repositioned the policy to the molds of quality linked to indexes and meritocracy, removing the focus on access and permanency. Finally, we conclude that the policy of high school permanency in Manaus is manifested in the models of full-time school, of military and civil management, and is defined in a way that is subsumed to the quality criteria that support the educational policy based on international, national and local indicators related to meritocracy and competition.