Estado e políticas curriculares no Brasil dos anos 90: impactos na realidade paraense

Abstract

This paper analyses Brazil's curricular policy in the 90's in the fundamental school called National Curricular Parameters PCN. Starting from a brief consideration on the government's role, this paper discusses how the neo-liberal model of government foresees the decrease of the State's interference in the market assumed by the theorists of this model as an efficient and rationalizing mechanism. Considering that this line of action has been deeply affecting the Brazilian public policies in the educational sector, what is being analyzed hereinto is both the formulation centralization and the operational decentralization that have prevailed in the directing of governmental actions and their implications at the definition of a national curriculum, since its retrieval from public debate will make of it a mere technical option to be considered. After this broader approach, this paper focuses specifically the reality of the state of Pará showing MEC's disregard towards the criticism and proposals made for the region at the Seminário Norte (North Seminar), which discussed the PCN. The paper also points out that the proposal by the Ministry of Education, regarded as a central element in the improvement of public education quality, tends to hold insufficient meanings as not even the infrastructure conditions of the region's schools are solved. Along the course of study concrete possibilities are presented that aim at the building up of educational public policies that might break the market's determiners, thus making an inclusive, democratic plural school system