A history of institutionalized participation in Brazil and its implications for educational policies

Abstract

In this paper we problematize the trajectory of the institutionalization of sociopolitical participation in Brazil and its effects and implications for education and the field of educational policy. For this, we used the literature and periodized this relationship in five moments or stages, each identified as having different characteristics and results for education. We conclude that participation in education is always tensioned by different actors and scenarios, which may promote an advance in the institutionalization of participation and sometimes induce the retreat of this method in the definition of educational policies. We also point out the difficulty of transposition of government policies towards state policies and the consequent fragility of the statute of participation in the conduct of educational issues.