Contenção e liberação na política educacional brasileira: tendências predominantes na política de Educação Infantil e do Ensino Fundamental (2006 – 2016)

Abstract

Along this text an examination of the Education for Early Childhood and Elementary School – elaborated between the years of 2006 and 2016 – is proceeded concerning what are the political and ideological arguments which incorporate, dissimulate or work against the Containment and Release Policy. Therefore a bibliographic and documental research was carried out. Concerning the theoretical and conceptual area, the starting point was set on the presumption that political documents are the result of contradictory interests which are historically situated. So, the Early Childhood and Elementary School policies, which are constituents and constitute the Social Policy, are produced in the social, economical and political-ideological context that, since de decade of 1990, expresses the confrontation between the social rights that were proclaimed and legalized and the implemented neoliberal policies of economical adjustments. In this movement, the concepts of Containment and Release studied by Cunha (1979), in the decade of 1970, in Brazil, are recuperated. For Cunha (1979), the Policy of Containment has as goal to contain the educational demands and the Releasing one looks for elevating the schooling levels. Even though, the economical, ideological and political functions of the relation between education, the development of the country and the equalization of the opportunities of social level ascension answered the particularities of the decade of 1970 as well as the ones for the Early Childhood and Elementary School – elaborated between the years of 2006 and 2016. Perceptively the Federal Constitution of 1988 as well as the National Low of Basis and Directives for the Education (LBD) n. 9.394/1996, promoted several changes in the Early Childhood and Elementary School Education which were, in part, expressed by the alterations of the Brazilian normative ordainment by incorporating, dissimulating or\and taking a contrary position concerning the economical, political and ideological establishments. As an answer of the research that was carried out one can mention that the Containment and Release Policy – elaborated between the years of 2006 and 2016 – are predominant tendencies of the Early Childhood and the Elementary school Education, as one can notice along this text.