The quarrels of the axle formation and valuation of the professionals of the education place in evidence, the lack of propiciadoras minimum conditions to the good functioning of education in Brazil, being distinguished also the necessity of ruptures with current politics and in addition continusmos of the speeches. Axle V – Financing of the Education and Social Control the politics of investment in education in Brazil makes in them to bring in this text, reflections on as the development of such happens politics for maintenance and development of education being distinguished it importance of a financing system that guarantees the articulated functioning and that it encloses all the stages of education. The reform tax is placed in the document of the CONAE? 2010, as urgent necessity and that it is pautada by social justice and the balance regional and that are mainly, worried in guaranteeing enough and permanent financial resources for the efetivao of the social rights and distribution of income. The education in this perspective, will not have to be harmed, with respect to investments for no instability in the scope of the economic policy. Here, we detach basic education, to if speaking in investments, on account of the changes of deep from 1996 with the creation of FUNDEF and FUNDEB in 2006. Simon Schwartzman in the scientific article Basic Education in Brazil: the agenda of modernity places: The basic education is collective responsibility and must receive, in any society, a substantial part of the public resources. Public does not want to say, however, hierarquizado, uniform, monolithic and bureaucratic. The function of the state in all the levels is to provide resources, to fix goals, to follow resulted and to correct to the inaqualities and iniquities perestroika educational of that Brazil needs consists of returning to the schools the authority, the responsibility, the benefits and the eventual costs of its performance.
In a citizenship concept, the education is not an attribute only of the school, it occurs in all possible environments where if they establish the learning process: Article 1 – the education encloses the formative processes that if develop in the familiar life, in the convivncia human being, the work, the institutions of education and research, in movements partners and organizations of the civil society and in the cultural manifestations. (Law N 9.394? of 20/12/1996? I give of 23/12/1996) In such way, in the education for the field and the field, if it must search the full development of the involved being in the process teach-learning, in view of, that exactly liveing in not urban area, is assured right it the education and all its benefits.
The Notebook Secad 2 (BRAZIL, 2007), developed for the Secretariat of Continued Education, Alfabetizao and Diversidade of the Ministry of the Education, defines as schools of the field, those that have its headquarters in the geographic space classified by the IBGE as agricultural, as well as the identified ones with the field, exactly having its headquarters in considered areas urban. These last ones thus are considered because the populations of cities take care of whose economic, social and cultural production mainly is tied with the field. In the schools of the field, generally for being located in communities with a pertaining to school population in lesser ratios, the amount of school registrations materialize it is differentiated significantly of the schools located and characterized as pertaining the urban spaces. (CALDART, 2003) Of this form, it can be perceived that the education of the field is differentiated of the modality of education in urban area, in view of its pedagogical peculiarities and necessities, since the vision of the peasant without no preparation is had, not even the alphabetization necessary to correctly behave front to the impasses that if present in the field..