The construction of the first provisional Fundeb (2005-2007) and the permanent Fundeb (2015-2020): Comparative analysis of legislative processes

Abstract

This article analyses the legislative process of the first Fundeb (provisional) and the permanent Fundeb, proposing a dialogue between the political science framework and research in the field of education. The analyses data comprises documents of the legislative process of educational funds available on the website of the National Congress, as well as texts on the websites of the main collective actors engaged with the matters. The analysis focuses on which actors were most influential and how they influenced the parliamentary decision. It combines resources from two traditions of theoretical analysis on the legislative process – functionalist and neoinstitutionalist (according to distributive, partisan and informational approaches) – and from the three most recurrent models in the explanation of public policy formulation: multiple flows, advocacy coalitions and punctuated equilibrium theory. Among the main findings, the following stand out: the constitution of antagonistic coalitions that composed subsystems of public education policies; and the greater influence over the process of one of these coalitions, identified as belonging to the field of the right to education (Brazilian Campaign for the Right to Education), to the detriment of All for Education, classified as part of the field of the right to learning.