Análise da Lei n° 13.415/17 enquanto reconhecimento da educação como responsabilidade comunitária : a partir de políticas públicas de desenvolvimento local e a teoria do princípio da subsidiariedade.

Abstract

The Law 13.415 / 2017 was instituted by the Federal Government with the purpose of reforming the Brazilian High School, based on this premise, this research aims to identify how public policies in the education sector to consolidate the aforementioned reform, could collaborate for the local development based on the principle of subsidiarity. The change will be analyzed as recognition of education as community responsibility, through bibliographic research and the approach to some historical events of the educational process that caused the current situation. In the middle of an inductive path of writing, theoretical problems already experienced by the academy will be demonstrated, as far as legislation is concerned, as well as the indispensability of a shared management of education, which is already defended in doctrines and is foreseen by law, in practice it is not yet actually experienced. Considering constitutional and infraconstitutional precepts based on social participation and democratic management of education, the principle of subsidiarity, its theoretical basis and how it could be recognized at the local level from the new Law, can provide management forms that involve the community and assist in development. Concepts such as: decentralization, greater autonomy of educational institutions and their stakeholders, local power, will be approached in order to reach the final conclusion "Will Law 13.415 / 2017 allow public policies of local development engaged in the principle of subsidiarity?", Once which can be interpreted in a way that calls on the State, society and family to support the idea of education as a community and social law, and also in the fight for satisfactory results of the education system. The use of theoretical references and documentary research in the pertinent national legislation made possible interdisciplinary readings to understand if the educational system is taking place in order to consolidate a participatory democracy and effective democratic school management. Finally, it is clear that, although there is a vast amount of legislation regarding Brazilian education, it is urgent that new public policies be implemented in order to guarantee a democratic school management, a quality education and an integral citizen's education, taking care of the principle of subsidiarity as a catalyst for these initiatives.