Financiamento da educação nos estados da região norte: implicações do FUNDEB permanente na distribuição dos recursos

Abstract

Education financing policy has historically been subject to interference from national and multilateral organizations, primarily due to the dispute over public funds and the public budget, which should finance the development of public education in the country. This study investigates the implications of the permanent Fundeb on the distribution of resources. From this perspective, the overall objective is to analyze the implications of the distribution of resources from the Fund for the Maintenance and Development of Basic Education and the Appreciation of Professionals in Education (Fundeb) to state education systems in the Northern Region. The methodological approach is based on the assumptions of Historical-Dialectical Materialism (HDM), which enables social and historical investigations. The research is documentary, with a quantitative and qualitative approach, based on the critical and detailed analysis of documents, the main ones being: the Summary Reports of Budget Execution (RREO), available in the Public Education Budget Information System (SIOPE); the execution of federal expenditures, available on the Federal Budget Dashboard; data on federal government supplements, accessed from the National Treasury Secretariat (STN); and the Annual Budget Laws (LOA), obtained from the transparency portals of the states of the Northern Region. The documents analyzed revealed that, at the national level, given the disputes over public funds and the neoliberal policies established in the country, exorbitant percentages have been prioritized for the payment of public debt, compared to the percentages allocated to education spending. Regarding the implications of the permanent Fundeb, there has not yet been a significant percentage increase in resources for the state education networks of the Northern Region, since, in most states, the MDE percentages for compliance with constitutional limits have decreased compared to the years prior to the fund's approval. Furthermore, educational indicators, despite showing some improvements in certain aspects, remain among the worst in the country. Therefore, it is urgent to increase federal education funding, considering that it is the federative entity that contributes the lowest constitutional percentages to basic education.