The present work draws from a historical-conceptual approach on the direction that
has been assigned to educational policies since the 1930s. Its main objective is to
discuss the repercussions of the military period for the consolidation of the current
educational policy, that is to say, the impacts left by the reforms implemented in this
period for Brazilian education. The theoretical framework on which we base our
discussions, in addition to the legal field expressed in the laws, such as:
Constitutions of 1937, 1946, 1967 and 1988, LDB 9394/96 and law 13.415/2017, also
has contributions in the studies of Shiroma (2007), Saviane (1991), Roamanelli
(1986), Freitag (1989) and Manacorda (2010). The methodology of our research is
understood as a bibliographical study and of official documents that has been
elaborated on studies already produced, basically constituted in readings of books
and scientific articles and is intended, more specifically, to discuss the educational
policy that is part of the field of the of social public policies, in order to highlight which
models of educational policies exists in the course of the historical process, and their
implications for the institution of the current model of Brazilian education in the
current context. In our research we conclude that education in our country has never
been a priority. In a brief historical analysis it is possible to identify these mismatches
and a dual proposal of teaching that ended up instituting two types of schools, one
destined to the working class with a training model, focused on the
instrumentalization and another one for the more affluent class that is configured in
long courses and solid training.
Keywords: Education. State. Public policies of education. Educational Reforms.
