Emendas parlamentares orçamentárias como mecanismo de financiamento da educação pública: uma análise no período de 2015 a 2021.

Abstract

The dissertation addresses budgetary parliamentary amendments as a mechanism for public financing of Brazilian education. The study contextualizes the analysis within the transfers made by parliamentarians to the public Education budget during the period from 2015 to 2021, considering the significant resources available to Deputies and Senators in each budgetary cycle. The dynamics of resource allocation to the public education budget by parliamentarians are assessed based on federal legislation. Grounded in the theoretical framework of patronage and political clientelism, the study examines the choices made by parliamentarians in allocating public resources from the federal budget to education.The theoretical framework for developing the theme of patronage and clientelism is based on the works of Max Weber (2001), Raymundo Faoro (2001), Vitor Nunes Leal (2012), Sérgio Buarque de Holanda (1995), Richard Graham (1997), and Edson Nunes (2003). Analyzing the pattern of allocation of parliamentary amendments within the education budget aims to evaluate the profile and public nature of this form of public education financing. Supported by data extracted from the annual budget laws of the analyzed period, as well as the government's budgetary database, the dissertation assesses the allocation profile of amendments transferred to the Education budget.The gathered data were obtained from platforms provided by the Federal Senate (SIGA Brasil), the SIOP platform (Integrated Planning and Budget System) of the Ministry of Planning, the Transparency Portal, and the Transparent Treasury Portal. For the purpose of analysis, the data were organized in dynamic tables and graphically represented using MS Excel software. Empirical evidence indicates that the allocation of resources through budgetary parliamentary amendments within the education budget is concentrated in a few specific actions, usually associated with infrastructure construction and financing of educational institution operational costs. This focus sidelines strategic actions of significance, such as teacher training and adult education. The obtained data suggest that these allocations are not effectively integrated into systemic improvement actions within the Education sector, thereby limiting the role of amendments as efficient instruments of public policies.