A "escola como ponto de partida" - e como ponto de chegada? Estudo sociológico acerca da construção de uma política pública - a experiência do Ceará (1995-2002)

Abstract

The time that goes from 1995 to 2002 testify important education deeds in the State of Ceará. Brasil, which understanding needs to set up such as deeds into the public policies on education, and also into the capitalism crises for the least three decades, with implications into the work affairs, the role ofthe State and the mode of development. The public policies on education in Ceará meant a reorganization of the ways of intervention and social control in education affairs by the new economic elites in power since 1987, selfcalled "changing govemment". The education area had initially became the major focus of resistance to the "changing govemment". From 1995 to 2002 the public policies on education, based on the theme "Ali for Quality Education for Ali" and on "The School as a Starting Point" statement intents to become an means of economic development against the unemployment, poverty and social exclusion. Such an economic matter the education deeds ended to focus in the formal and quantitative aspects, with serious damages to "quality", as we can see from the quality evaluation in terms of "learning" from social movements on education and from the proper government. Formal aspects such as to bring child into school, to minimize the desistance rates, to decentralize the management, to promote education evaluation systems had became to an end itself when they should be an means to bring education to quality in terms of "learning" . The education should also have be an means to economic and social developrnent by being "a means of the people's capacity" against poverty, unemployment and social exclusion. However, it didn't come to be a real fact, only in govemment intents.