A constituição do mercado editorial no Brasil e o financiamento da educação pelo viés do livro didático
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Data
2025-07-18
Autores
Zeferino, Wagner Rodrigues
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Universidade Federal do Espírito Santo
Resumo
This thesis investigates the formation of a political culture in public-private relations, specifically in the Brazilian educational field, through the lens of textbooks. Based on the hypothesis that Brazilian public education legitimizes a high transfer of public resources to private companies, based on the narrative of a supposedly greater efficiency of the private sector, the study aims to analyze and understand the dynamics and capillarity of this process. The research adopts a qualitative and exploratory approach, with a multi-methodological character, grounded in Ginzburg's (1989) evidentiary paradigm and Bloch's (2001) critical-documentary analysis. It mobilizes concepts of political culture (Berstein, 1998; 2009) and privatization (Adrião, 2009, 2015; Ball & Youdell, 2007), using as sources educational legislation, statistical data from the National Development Fund (FNDE) from 2010 to 2022, and promotional materials from publishing groups and educational companies. The results reveal a marked concentration in the educational publishing market, where publishers such as Moderna (Prisa/Santillana Group), FTD (Marista Group), and those of the Cogna Group (Ática, Saraiva, Scipione) largely dominate participation in the National Book and Teaching Material Program (PNLD). This dominance is sustained by strategies that go beyond book sales, including the offering of comprehensive educational solutions, such as learning systems, digital platforms, and teacher training. These solutions are often promoted through cause-based advertising that associates their products with improved external assessment indexes (SAEB, ENEM). The financial analysis confirms the substantial transfer of public capital to these companies, with the five largest publishers concentrating the majority of the billions of reais invested, including increased profits during the COVID-19 pandemic. The conclusion is that the PNLD acts as a structuring factor in the perpetuation of a political culture of public funding for the private sector. By delegating the implementation and production of teaching materials, the State assumes the role of regulator and financier, which places pressure on the guarantee of pedagogical quality in the face of commercial interests. In this context, textbooks transcend their pedagogical function and become part of a complex interplay of economic and political interests, where market logic often overrides the pursuit of equitable and high-quality public education. This study contributes to the debate on the privatization of basic education in Brazil, highlighting the urgency of preserving its public nature and encouraging future research on the implications of this dynamic for teacher autonomy and pedagogical diversity.
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Políticas públicas , Financiamento da educação , Mercado editorial , PNLD e Livro Didático , Cultura política