Educação e políticas neoliberais na era FHC: uma análise do contexto brasileiro entre os anos de 1994 – 2002

Abstract

This study aims to present the reformist framework of the policies implemented in the government of Fernando Henrique Cardoso (FHC), between 1994 - 2002. Thus, we have related the demands that began to demarcate the course of the brazilian public educaction as a neoliberal model implemented once the Brazilian Social Democracy Party came to power. The general objective of this research is to identify the implementation of neoliberal policies around the brazilian education, since the FHC era. The specific objectives are to comprehend how the measures implemented in both periods of his management determined the course of national education, from 1990 on, and evaluate how the education faced the political conceptions of the neoliberal market logic. Starting from the analyses of documents and reference works, we have analysed the discursive framework of public policies for education in the 1990s that have been relativized in what Frigotto and Ciavatta (2003, p. 93) have classified as "the active submission consented to the logic of market", we have also infered about the course that the brazilian education took since the FHC era. There is, in this work, a critical approach that dialogues with the studies of theoretical references in such area, mainly Gaudência Friggotto, Maria Ciavatta, Antônio Hermida and Dermeval Savianni, researchers who not only leaned upon this historical cut, but were active characters in the trial of contructing a Guidelines and Bases Law for National Education (in portuguese, LDBEN) built by "organizations united in the National Forum on Defense of Public School (idem, p.109). Dialoguing with the conclusions of those researchers, along with the complementary references and our own conclusions, we have proposed to contribute to a debate that shows the evidences of the paths traveled by the brazilian education at the end of a boiling century. We also qustion how much was our country prepared to get in the information era, from an inverse position to the critical knowlege assumptions and proned to the elaboration of ideas, instead of the behaviorist subordination that foisted us the neoliberal principles that were in force in the second half of the 1990s.