Políticas Públicas Educacionais para os anos iniciais do Ensino Fundamental: continuidades e rupturas na esfera federal

Abstract

This study had an analysis problem as continuities and ruptures of Public Educational Policies for the initial years of Elementary School in Brazil in the period from 2015 to 2020. Thus, we sought to characterize the Public Educational Policies for the years present in 2015. And we analyzed them using as a comparison parameter the previous year with those of democratic rupture (2016, 2017, 2018). And finally, we evidence these, in the new federal administration (2019, 2020). For the development of this study, we focused on understanding the construction of public policies and resorted to the following authors: Dantas (2007), Fernandes (2007), Ham; Hill (1993), Lowi (1996), Rua (2009), among others. As for Brazil, we sought the following authors: Saviani (2008), Libâneo; Oliveira; Toschi (2007) and others, with a deep understanding of the contexts and objectives that culminated in advances and setbacks. Along these lines, we sought to subsidize research from the last five years that dealt with this issue. The research is of a qualitative nature, of the documentary type, and is based on content analysis. A study published that in the government elected by the people, ten educational programs were found, in different areas. And with regard to the years of democratic rupture, we observe that some policies were continued, others silenced, or replaced, differing from the democratic conceptions we recognize. Currently, we can see that the elaborated programs follow the same line as the rupture rupture.