DIREITO SOCIAL À EDUCAÇÃO ESCOLAR OBRIGATÓRIA os limites da (não?) efetividade

Abstract

This thesis, related to the research line of education, culture and society of PPGE/PUG-Goiás, intersecting with the State, Politics and Educational Institutions studies, aims to investigate the limits of the the ineffectiveness of the social right to obligatory basic education. From 2009 on, with the Constitution Amendment n. 59, basic education has become mandatory, ranging from preschool to high school. In this study, we opt to investigate obligatory basic education in the city of Goiânia in recent years, interrogating the three main govenment agencies responsible for the effective existence of the aforementioned right: SME, CME and MP-GO. It presents itself as an analytical-quantitative study located in the intersection between the education and cultural fields and public educational policies. To build its theoretical corpus we seek the contribution from authors who analyze the relationships between social inequalities and educational inequalities, therefore surpassing paradigms that focus in the educational performance as a product of effort, gift and individual cognitive capabilities. This means that the educational institution, its organization and its teaching culture are not dissociated from the social contradictions that permeate the processes of social and cultural reproductions, as described by Teixeira (1969), Bourdieu (1970, 1991), Casassus (2007), Kliksberg (2001), Arroyo (2003), Cury (2002a- 2002b), MIRANDA (1933), DI DIO (1982), FERRAZ (1982-1983), GARCIA (2010-2011), RANIERI (2000, 2009 e 2010), among others. The research problem consists in unveiling the presence or silencing of correlations between social and educative inequalities as underlying structures of school inequalities, especially regarding the limits of the ineffectiveness of the social right to obligatory basic education in Goiânia. The empirical basis to communicate with the theoretical corpus was built from three sources: normative documents that define the object of study; statistical data mainly provided by MEC/Inep; and the institutional narratives from SME, CME and MP-GO, formed by two interviews (CME and MP-GO) and a semistructured questionnaire (SME). Through the possible interactions between the legal documentation, statistical data and instutional narratives, containing more disparity than consensus, we can reach some conclusions: though constituting an obligatory level provided by the government, only two thirds of the fundamental schooling in the year of 2010 in Goiânia was of public nature, which solidifies the certainty of its ineffectiveness; the formal universalization of all gross and liquid enrollment ratios does not highlight the effectiveness of that right, because external evaluation exams of school learning point to low percentages of quality; private schooling has a higher success rate, lower failure rate and, mostly, dropouts are next to zero; available data from the 2000 decade shows that as schooling rate advances, also do the age-grade distortion rates, fundamentally from 5th grade on, and having significantly different rates for public and private schooling; public schools located in the downtown and outskirts have lower success rates and higher dropout rates, whilst having similar failure rates. This shows that the incessant pursuit for effectiveness of the social right to obligatory basic education, already granted to the population and recognized in the national legislation, can not be restricted to the empirical demonstration of high gross enrollment rates, partly stimulated by MEC while defining policies for education financing. It is paramount to demand quality not as a measured result by bureaucratic certification, but as the recognition of a formation that is human, citizen and autonomous.