published 01/09/2022 05:47 / updated 01/09/2022 05:48
(credits: Viola Júnior/Esp. CB/DA Press)
The Federal District has 60 educational candidates in these elections, among them are primary and secondary school teachers, primary, secondary and high school teachers and professional training instructors. The figure is equivalent to around 7% of all candidacies registered (877) in the Electoral Court for the country’s capital this year, the highest percentage since 2014. Four professors are among the 11 candidates for Buriti Palace. In the last elections, only two names that ran for the government of the Federal District were from education, while in 2014 there was no candidate from that field to compete for the leadership position in the state capital.
Of the 60 candidates for education this year, 39 (65%) of them are seeking a seat in the DF House of Representatives, and 12 (20%) are seeking a seat in the House of Representatives. Four (6.7%) are competing for Palácio do Buriti, with three runners-up on the list (5%). The number of teachers at the DF polling stations in October could be even higher, because experts from the Institute of Education can register their occupation with the Electoral Court as civil servants.
Businessmen (13%), followed by civil servants (12.8%) and lawyers (7.6%) are the most likely to vote in the elections in DF. Despite the proportional increase, the greater number of teachers among the candidates does not necessarily mean that education will be a priority in the administrations of the eventual elected officials. This is explained by Francisco Thiago Silva, who was a professor in the public school system in the Federal District for 15 years, and taught methods and techniques at the Faculty of Education of the University of Brasília (UnB) for five years. For him, the variation in the proportionality of the candidate’s education can be linked to the improvement of the internal organization of the category. “That (the difference in the ratio compared to the last election) does not reveal many things. It may mean that some colleagues gathered around some candidacies and preferred to concentrate on the election of representatives, but it may also mean a certain disbelief and despondency. politics, which devastates not only DF, but the population in general. The field of education should have its own representatives,” he defends.
To ensure that education is a priority among elected politicians, Francisco Thiago believes in effective citizen participation. “Voters should demand a political program from the people they voted for and closely monitor the composition of the Legislative Chamber of the Federal District (CLDF). People focus a lot on the Presidency of the Republic and the governor, but forget about the National Congress and CLDF”, criticizes prof.
Oneide Soterio da Silva, president of the Education Commission of the DF section of the Brazilian Bar Association (OAB-DF), estimates that other demands may arise during the mandate of the elected candidates, highlighting the role of these agents. “We have had other politicians since the beginning of education and the educational scenario has not evolved. But it is important to have them in our legislative chambers, so that issues related to education have priority and can be better analyzed and evaluated.”
He agrees with the position of the professor from the University about the role of citizens in monitoring the mandates of politicians. “The electorate in general should seek effective fulfillment of pre-election promises of its candidates. Education should be a priority for everyone, regardless of pre-election promises. Schools, students and professionals working in education,” the lawyer points out. He believes that the increase in the number of candidates related to that field confirms the understanding that education should be a priority.
Lucas Hoogerbrugge, Head of Government Relations at the NGO Todos pela Educação, is skeptical about the number of candidates. “The numbers varied very little (between elections) and the difference is not significant. So I don’t know if, in fact, there will be a difference in the parliamentary performance of those elected in the Federal District.” The specialist, however, does not rule out the importance of education in the political agenda. “The more MPs defend the agenda, education will have more priority for funds, good accounts and inspection. A person who comes from education or says he defends education does not necessarily mean that his mandate will be effective in that area,” he points out. .
For Professor Francisco Thiago, the most urgent requirements of education concern what is stipulated in the Law on Directives and Basics of National Education (LDB). “It is necessary to guarantee places, access and permanence (for students), along with quality education in kindergartens and preschools, with a special focus on youth and adult education (EJA). During the last two years, many EJA schools have been closed or have no vacancies.”
It is not possible to improve education in the Federal District without valuing experts in the field. “It is necessary to improve working conditions, the supply of materials, school meals and the infrastructure of schools. It is extremely important to combine infrastructure, continuous education (of experts) and appreciation of teachers, with equal salaries with other professionals in the public career. with compatible”, defends Francisco Thiago, when emphasizes the participation of private education in the educational agenda. “Public funds must be allocated first of all to public schools. However, it is possible to establish a partnership between public and private, as long as the evaluation of the private is carried out by the public (school). There are some programs in which private schools can also participate (in solutions), but the priority must to be a public school, always.”
For Lucas Hoogerbrugge, effective public oversight and monitoring does not happen without data transparency. Another important point, according to experts, is focusing on student development. By setting the goals of learning, staying in school, expanding opportunities for the integral development of children and young people, parliamentary action in this area will be better.
Out of 60 teacher candidates, 21 of them (35%) teach in high school. This fact, however, does not prevent these educators from fighting on behalf of other levels of education if they are elected. “Educational experience spans the entire universe, because education is global,” explains Oneide Soterio da Silva, from the OAB-DF Education Commission. “Lives change through it, and that’s what we need to focus on: how to contribute so that children, adolescents and young people, especially in the public network, have access to quality education, without violence and focused on the future. Candidates should get closer to the students, give them a voice and clearly understand what needs to be done to reduce absenteeism.”
Lucas Hoogerbrugge, from Todos pela Educação, agrees with his colleague. “Teachers have extensive training, in different fields, with an emphasis on primary education. So, even teaching in secondary school, they know a lot about pedagogical policies, educational legislation and the reality of schools.” Professor Francisco Thiago highlights the relationship between pedagogical training at different levels of education. “Policy and instruments of public action should connect the National Common Curriculum Base (BNCC) with the teaching policy of the Federal District, which goes through the problems of the training itinerary, curriculum content and the relationship between the BNCC and the curriculum in motion,” the educator adds.