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Políticas públicas de gestão da Educação do Campo no contexto de reestruturação organizacional do Pronera

2017; FUNDACAO UNIVERSIDADE FEDERAL DO TOCANTINS; Volume: 2; Issue: 2 Linguagem: Inglês

10.20873/uft.2525-4863.2017v2n2p650

2525-4863

Úrsula Adelaide de Lélis, Maria Vieira Da Silva, Maria Auxiliadora Amaral Silveira Gomes,

Education Pedagogy and Practices

This text problematizes the centrality assumed by the National Institute of Colonization and Agrarian Reform (Incra)/National Program for Education in Agrarian Reform (Pronera) in the management of the Rural Education, turning the role of the Ministry of Education (MEC) secondary. This work analyzes through document study the indications of this action on MEC by Incra/Pronera, from the Decree no. 7,352 / 2010 and from the Program Operations Manuals. These reflections indicate that since the creation of Pronera in 1998, there were already clear signs of the withdrawal of MEC from the Field Education management. This process was strengthened in 2001 when Incra took over the management of Pronera. This management change weakens the corporeality of Brazilian education, which is depleted in deconcentrated policies and redistributed in the other government ministries. Such mechanism may jeopardize the achieved results in the constitution of a national education system in the country with aspect and focus-assistentialist content, dismissing it as a subjective right of the Brazilian citizen. It is also evident that the participation of social movements in the activities of planning and follow-up of Pronera's actions was decimated by the organizational restructuring of the Program and Judgment nº 2,653 / 08 of the Court of Union accounts.