PUBLIC-PRIVATE FINANCING OF SPECIAL EDUCATION

WHO WINS AND WHO LOSES IN THE MARKET BENEMERENCE?

Authors

Keywords:

public-private, educational financing, special education, market

Abstract

This article aims to analyze the game of disputes and negotiations for the public fund between public-private partnerships in the financing of special education. The discussions derive from the bibliographic and documental review of writings aligned with the elected objective, and are supported by the theoretical assumptions of the historical-dialectical materialism (MARX, 1985). In the analysis of the sources consulted, it was verified that in the context of the State's exoneration in relation to social policies, the public-private partnerships win the dispute in the benemerence market in detriment to the target public of special education, and seek the resources of the public fund and the participation in the direction of educational policies. It was also evident that the partnership between the State and the private sector contributed to the precariousness of public education, to fuel tensions between the conquered rights and the effective rights, and to the non-compliance with the goals of the PNE 2014-2024 and the pacts firmed between Brazil and international organizations, such as the Declaration of Salamanca (1994). On the other hand, the findings revealed some exits to combat social and educational apartheid, which has been disseminated by the business class in the saga of the dispute for the public fund: develop the capacity of organization, access to information, and internal communication to ensure public investments; overcome centralized management in school spaces; and strengthen social control through social and popular participation.

Downloads

Download data is not yet available.

Author Biographies

Lorrana Oliveira Nunes, Federal University of Paraíba/Master in Education

Bachelor's degree in Nursing from the Federal University of Maranhão (2014), specialization in Public Management from the Federal University of Maranhão (2019) and Master's degree in Education from the Federal University of Paraíba (2022). She has experience in the area of Nursing, with emphasis on Radiology; in the area of Administration, with emphasis on Public Management; in the area of Education, with emphasis on Educational Policies, Educational Financing and in Special Education. Member of the Study and Research Group on Curricular Policies (GEPPC) of UFPB and the Network of Researchers on Financing of Special Education (Fineesp Network). 

Ana Cláudia, Federal University of Paraíba/Professor of Higher Education

Degree in Pedagogy from the Federal University of Paraíba (1994), degree in Agricultural Sciences from the Federal University of Paraíba (2003), master's degree in Education from the Federal University of Paraíba (2003) and doctorate in Education from the Federal University of Paraíba (2012). Currently, she is a professor at the Federal University of Paraíba. She has experience in Education with emphasis on Curriculum, working mainly on the following topics: educational policies, curriculum, integral education, rural education and teacher training. Editor of the journal Espaço do Currículo. She is a registered member of the Graduate Program in Education – UFPB, in the area of Educational Policies. Vice-leader of the Study and Research Group on Curriculum Policy; member of the Study and Research Group on Curriculum and Educational Practices; Study and Research Group on Educational Practices in Youth and Adult Education and Research Group on Curriculum, Daily Life, Cultures and Networks of Knowledge – UFES.

Downloads

Published

2024-10-25

How to Cite

Oliveira Nunes, L., & da Silva Rodrigues, A. C. (2024). PUBLIC-PRIVATE FINANCING OF SPECIAL EDUCATION: WHO WINS AND WHO LOSES IN THE MARKET BENEMERENCE?. Educação Em Revista, 40(40). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/40871

Issue

Vol. 40

Section

Artigos

License

Copyright (c) 2024 Educação em Revista

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All contents of the publication, except where otherwise noted, is licensed under a Creative Commons license of type BY attribution. This license allows others to distribute, remix, adapt and create from work published in Educação em Revista, even for commercial purposes, as long as they give it due credit for the original creation. If the author is responsible for remixing or adapting, he should send a message to the editorial department of Educação em Revista informing such a situation with proof of the credit attribution of the original publication.