Entre as políticas públicas e a experiência escolar: o fenômeno da regulação no texto do Plano Nacional de Educação 2014 – 2024

Abstract

The thesis is based on reflections that combine the philosophical and pedagogical field when addressing the dimension of regulation present in the effect of public policies for education. It starts with the presentation of strategic concepts to substantiate the reasoning developed throughout the text. The approach to Philosophical Hermeneutics is based on reflection on the dynamics of the game, the circle and the hermeneutic dialogue and their presence in the field of education. From the notion of a previous structure of understanding, abstracted from the hermeneutic circle, the question arises about the factors that precede school education, what is previously given to the educational process and which, however, is crucial for the acquisition of knowledge. From this idea, two aspects are clearly presented: the first related to human dimensions and the second related to specific factors particular to school environment. The second aspect provides three determinant factors to the school experience: conjunctural factors; structural factors and human factors. Each of these factors is affected by the regulatory phenomenon triggered by public policies for education, directly impacting the school experience and, consequently, the knowledge acquisition. The theoretical proposal developed was applied to the National Education Plan 2014-2024, making it possible to highlight the presence of determining factors for the school experience in the document as well as making evident the web of convergent and divergent discourses that present, through writing, the movement of prevailing political ideas. Finally, possible ways to continue the study are shown.