Conselho Nacional de Educação: da organicidade da educação nacional ao isomorfismo educacional global
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Data
2025-07-01
Autores
Negreiros, Heitor Lopes
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Universidade Federal do Espírito Santo
Resumo
This thesis aims to analyze, within a historical process (1842–1994), the role of Brazil’s National Education Councils and, in a more recent period (1996–2016), the networks of sociability that were established within the National Education Council (CNE). It seeks to understand how these networks contribute to the formulation of educational policies that have become increasingly isomorphic at the global level. The research adopts a qualitative approach and is based on critical-documentary analysis. Drawing on Braudel’s (1965) notion of the “dialectics of duration,” the historical contextualization made it possible to comprehend the central role of the CNE in shaping key Brazilian educational policies throughout its trajectory. The sources analyzed include the CNE members’ Lattes CVs, academic publications, available interviews, opinion articles, press reports, meeting minutes, and official opinions issued by the Council. The historical trajectory reveals that, between 1842 and 1994, the CNE (under various names) played a central role in the structuring of national education, navigating through both authoritarian and democratic regimes and engaging with different educational paradigms—thus contributing to the consolidation of education as a primary institution in Brazil. From 1996 to 2002, the CNE came under strong influence from multilateral organizations, steering Brazilian education toward a globally-oriented educational isomorphism, despite the presence of political and academic resistance within the institution. Between 2003 and 2010, the dynamics of isomorphism shifted, marked by the involvement of multilateral actors in policies promoting inclusion and diversity, as well as the growing influence of corporate philanthropic foundations. From 2011 to 2016, the CNE’s ties with multilateral organizations deepened further, as evidenced by the sociability networks of its members, their academic output, official opinions, and meeting records. These elements point to the strengthening of global educational isomorphism in Brazil—one that, although responsive to contemporary demands, retains an underlying logic of convergence. Based on David P. Baker’s theory (2014), this study understands that the diffusion of global educational models does not operate solely as external imposition but also reflects the internal logic of education as an autonomous institution of modernity. Accordingly, the CNE, while traversed by external isomorphic pressures, also reveals the institutional strength of education to re inscribe—globally and from within—its own normative contours regarding what should be taught, by whom, to whom, and for what purposes
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Palavras-chave
Educação , Políticas educacionais , Conselho Nacional de Educação , Isomorfismo educacional , Education , Educational policies , National Education Council , Educational isomorphism