Conselho Municipal de Educação de São Luís – Ma: uma análise da regulamentação das políticas educacionais no contexto da pandemia de COVID-19

Abstract

This research is part of the studies developed by the Research Group: Policy, Educational Management and Human Training of the Postgraduate Program in Education of the Master's Degree at the Federal University of Maranhão – PPGE/UFMA and its main objective is to analyze the dimensions of the normative functions and attributions developed by the Municipal Education Council of São Luís/MA – CME/SL, in relation to its regulatory performance in educational policies implemented in the context of the COVID-19 pandemic. For this purpose, bibliographic and documentary research was adopted, with a qualitative approach and content analysis technique by Bardin (1977). The theoretical contribution is based on studies by Montaño and Duriguetto (2011), Cury (2006), Dourado (2009) and Saviani (2020) among others, with emphasis on the theoretical proposals of Cardozo (2020) and Bordignon (2009) , about the legislation and duties of education councils. To understand the autonomy and purposes of these bodies during the pandemic period, official documents are used, including Law No. 14,040/2020, Opinion No. 05/2020 – National Education Council (CNE), Resolution No. 94/2020 of the Education Council of the State of Maranhão(CEE/MA), Opinion No. 10/2020 of the Municipal Education Council of São Luís/MA(CME/SL), reports from the Brazilian Institute of Geography and Statistics(IBGE), data from the Ministry of Education and epidemiological bulletins on COVID-19 in Brazil. It is concluded through this research that the normative actions of these bodies directed and had a direct impact on the adoption of measures to mitigate the impacts of the pandemic in the educational context of all entities of the Brazilian federation and specifically, in the municipality of São Luís: the closure of schools, the adoption

of emergency remote teaching (ERE), the lack of student access and the exemption from face- to-face classes demonstrate that CME/SL's actions were intensified in the exceptional context

generated by COVID-19. The isolationism of the educational actions undertaken, the distance from effective social participation, the absence of institutional evaluation, the lack of clear and dialogued pedagogical procedures, the delay in pedagogical enabling adaptation to sanitary measures, constitute factors that highlighted the unequivocal need for understanding, analysis and improvement of regulatory processes entitled to the CME/SL to enable the full exercise of the right to education both during and after the COVID-19 pandemic.