Os processos de transição democrática de Brasil e Hungria e seus impactos na educação (anos 1970 e 1980)

Abstract

This dissertation comparatively analyzes the democratic transition processes in Brazil and Hungary and their impacts on educational systems during the 1970s and 1980s. Grounded in the theoretical perspective of transitology, the research investigates how education systems behaved in the face of the collapse of authoritarian regimes in both countries. In the Brazilian case, the study focuses on five states (SP, MG, RJ, PR, and MS) that elected opposition governors in 1982, driving democratic management measures, such as the election of school principals and the strengthening of school councils. In Hungary, under the János Kádár regime, the focus lies on demands for school autonomy and decentralization, consolidated especially by the 1985 Education Law, within a context of the crisis of State socialism. The work highlights the Brazilian paradox of quantitative expansion in basic education accompanied by the deterioration of quality, in contrast to Hungary, which maintained high qualitative standards and full literacy. The analysis reveals the "force of permanences", evidencing that authoritarian practices and customs persisted in both countries even with the advent of the New Republic and the end of the single-party regime. It concludes that, despite ideological and geographical disparities, education functioned as a privileged stage for political and social disputes, reflecting the tensions between the search for liberty and the remnants of oppressive structures.