A atuação do legislativo municipal no processo de deliberação das políticas públicas para a educação : "em discussão", "encerrada a discussão", "chamada para votação"
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Data
2015-12-21
Autores
Peixoto, Edson Maciel
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Editor
Universidade Federal do Espírito Santo
Resumo
This study aims at analyzing the operation of the city council of Vítória, ES, Brazil in
the process of enacting public education policies, so as to understand how the
means of participation are configured in this process. We opt for the study of
institutions (formal and informal norms, rules and procedures that regulate
legislatures), based on the new institutionalism side (LIMONGI, 1994; HALL;
TAYLOR, 2003; PERES, 2008; MARCH; OLSEN, 2008) and of the parliamentary
deliberation process (FERRAZ, 2007) through which bills are considered by
legislative bodies. These options were motivated by the concern about the conditions
provided by the institutions that regulate legislative power and about the modus
operandi of the Municipal Legislature in the deliberation process of consideration of
municipal education policies. This study sees participation as a complement to
representative democracy (SANTOS; AVRITZER, 2009), allowing participatory
democracy practices to be built in the process of education policy consideration.
Based on a case-study, this investigation was carried out through the exam of the
organic law; the inside policy of the legislative power; and the 197 bills that went
through legislatures from 1/1/1989 to 12/31/2014 before they were enacted. For an
in-depth analysis, this study highlights 20 bills considered to represent education
policies and had structuring features to the Municipal Education System. Although
cases of “active participation” (LIMA, 2003) have been found, there was little practice
of democracy as representative characteristic of the Legislative Power operation in
the study period. This practice was characterized by poor connections between
representatives and those they represent; disinterest of representatives to discuss
most of the propositions about education; limitations and constraints imposed by
institutions regulating the decision-making process, which encourages “nonparticipation”
or “passive participation” (LIMA, 2003); willingness to keep legislature
as a hegemonic decision-making process that ensures the stability of results. This
reduced democratic practice is highlighted by the procedures that end the
consideration of most propositions: “Under discussion”. “Discussion ended”. “Call for
voting”, without any intervention by councilors.
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Democracy , Education and public policies , Municipal Legislature , Legislativo Municipal