Federação e educação no Brasil : a atuação do legislativo nacional para a regulamentação do regime de colaboração

Abstract

This research, conceptual in nature, aimed at analyzing the attempts at regulation of the Collaborative for Education before Congress after the National Constitution of 1988 in order to interpret the concept of collaborative arrangements granted by the State, through the agents of the national legislature. We utilize the methodology as comprehensive sociology of Max Weber and as a research technique to document analysis. The system of collaboration / cooperation, which is prescribed for Education in Art. 211 of the Constitution of 1988, an institute is needed to implement the common skills (paragraph of art. 23), prescribed in a standard complement-dependent relative efficacy is not regulated, and even theoretically defined. But the lack of regulation does not necessarily mean lack of action of the Legislature. Five bills were introduced in Congress on the grounds of the Institute of regulatory collaboration. To interpret it, we draw the characteristics of the Constitutional State, characterizing the regime as a collaboration inherent in his institute (cooperative federalism). We found that the meaning assigned by the Legislature under cooperation, interpreted according to the actions of these agents in an attempt to regulate it, followed by factors extra-influenced designs every Bill presented, which resulted in their conceptual distortion, caused mainly by the principles efficiency and subsidiarity, the period in which there were changes in the organization of national education: Duration of the Managerial State Reform. Establish "forms of collaboration" was the strategy to cover up the lack of this institute, included in defensive game and not collaborative units of subnational