WHEN THE STATE DOES NOT GET THERE

THE EFFECTIVENESS OF EDUCATIONAL PROGRAMS IN SETTLEMENTS, INDIGENOUS AND MAROON COMMUNITIES

Abstract

The article evaluates the effective benefits of the policy of decentralizing federal education resources to school units located in indigenous and maroon communities, and settlements. Based on the quantitative analysis of data from the Basic Education Census, balance information and transfer of values ​​from the Dinheiro Direto na Escola Program, and data from the Federation of Industry of Rio de Janeiro, it relates volume of transferred resources, physical structure of schools and state capacity of the federated entities. The initial hypothesis was that historically excluded communities are located in municipalities with low state capacity and that have greater difficulty in developing differentiated educational policies. The article also raises the hypothesis of racialization of the State, which normalizes the precarious conditions of existence of previous populations. It concludes by calling attention to the complexity of implementing decentralized policies for these communities and the importance of including in the reflections and evaluations the role of the racial state.