A visão dos professores a respeito das políticas públicas de financiamento da educação básica

Abstract

The final project arose from the concerns of a graduate student who, after experiences in extension projects, internships, and scientific initiation, began to question the relationship between elementary school teachers and the current public policies for financing basic education in Brazil. To address these concerns, this research seeks to identify how public elementary school teachers, especially high school teachers, understand public education financing policies. To this end, the work developed a search for answers to the following questions: How do public elementary school teachers understand public policies for financing Brazilian education? Is it possible to identify manifestations of these public policies in the classroom? To obtain this data, we provided an open-ended questionnaire for these same teachers to complete online, and the responses were analyzed through discursive textual analysis (DTA). The results indicate that there is currently a gap between teachers' understanding of how basic education financing works and how it actually works, generating doubts and insecurities for them, making discussions on the subject almost non-existent in all environments, including schools and during the training process of these teachers.