A educação básica no Amapá pós estadualização: perspectivas do poder público e percepções dos profissionais da educação

Abstract

This dissertation presents an analysis of the development of basic education in Amapá, since its establishment as a state by the Federal Constitution of 1988 until 2003 – last year scheduled for the Ten-Year Education Plan of Amapá, and beginning of the fourth mandate of the state government. As a new state of the Federation, Amapá needed to undertake a political-institutional restructuring concerning the new responsibilities inherent to state public management, in a context of continuous population growth that demanded more socioeconomic inclusion, which implies access to education, among other public services. Since the CF/88 until the National Education Plan of 2001, basic education in Brazil was subject to regulations and educational bills presented by the public power and popular initiative, which was carried out by a national mobilization of education professionals that began during the return of democracy of the country and which, although losing strength, lasted in the 1990s. In the clash of educational professionals with the State, the proposals of the national public authorities prevailed in all cases, whose repercussions were propagated through public power and its respective institutions in the states. The research carried out in Amapá – more precisely in the capital Macapá – consists of an analysis of the elaboration and implementation of the main proposals of the local Public Power for the development of the basic education in this state, as well as a measurement of the advances of the education in the validity of those proposals. Next, it presents an analysis of the same processes and proposals in the way they were perceived and experienced by the education professionals of the state public school system. In general terms, the results of the research indicate that in Amapá, as in Brazil, the official speech on quality public education with democratic management is common, however, the quantitative results achieved, besides insufficient, did not necessarily mean qualitative results, nor did they involve democratically participatory processes, for they were determined by the state public authorities over teachers