A organização do programa dinheiro direto na escola como política pública de descentralização financeira em Anajás-PA

Abstract

The debate on public educational policies is embedded in a broader context of Amazonian territorial organization, the evolution of the State, and financial decentralization. A comprehensive analysis of the historical, political, and social dynamics that influence their formulation and implementation involves different conceptions of financial decentralization as the foundation of a public policy. In this sense, this research aims to analyze the organization of the Programa Dinheiro Direto na Escola (Direct Money to School Program – PDDE) as a public policy of financial decentralization in the municipality of Anajás/Marajó-PA. The study adopts a qualitative approach (Chizzotti, 2006), using document analysis, interviews, and questionnaires as data collection techniques (Lüdke & André, 2015), enabling an in depth investigation of the factors that influence the formulation and implementation of public policies, particularly how the PDDE is organized in Anajás. The theoretical framework is grounded in four main axes: (i) the Amazon in its current context, and the historical and territorial background of Marajó and the studied municipality (Souza, 2015; Sarraf, 2008); (ii) the constitution of the modern State from different perspectives: politics in Hannah Arendt, and the evolution of public policies as a field of analysis (Muller & Surel, 2011; Secchi, 2009); (iii) federalism and financial decentralization in Brazil during the 1990s, and their impact on the consolidation of financing policies (Adrião & Peroni, 2005); and finally, (iv) the Programa Dinheiro Direto na Escola, its evolution, and its relation of analysis in two municipal schools. The analyzed data demonstrate that territorial formation directly influences local policies and that the structuring of the State throughout history interferes with the conception and implementation of decentralized educational policies. The study highlights that although the PDDE has strengthened schools’ financial autonomy, issues remain regarding social participation and efficiency in resource allocation. Thus, the research points to the need to consider historical and structural aspects in the formulation of educational policies, ensuring that financial decentralization is accompanied by participatory management mechanisms and social control in order to promote the democratization of education in Brazil.