Made available in DSpace on 2014-12-17T14:36:14Z (GMT). No. of bitstreams: 1 RosangelaMOS.pdf: 1098909 bytes, checksum: cdf9d598009de3bf14b860840309ac4c (MD5) Previous issue date: 2008-12-10 / The educational reform of the 90 s was tainted by the objectives of the fiscal adjustments, resulting in the redefinition of the state s role in the financing and offering of teaching services, and bringing about a shuffling of the responsibility between the public and private sectors to promote education to young people and adults. The 90 s also highlighted the proliferation of providers and the multiplication of Educational Programs for Youths and Adults (EJA), implemented through partnerships between governmental and nongovernmental agencies. During this period of time, the agenda of educational responsibilities concerning analphabetism was organized in a process of decentralized of the state, with the following political, social, and economic objectives: to reduce the public deficit, increasing public savings and the financial capacity of the state to concentrate resources in areas considered indispensable to direct intervention; to increase the efficiency of the social services moffered or funded by the state, giving citizens more at a lower cost, and spreading services to more remote areas, expanding access to reach those most in need; to increase the participation of citizens in public management, stimulating communitarian acts as well as developing efforts towards the effective coordination of public figures in the implementation of associated social services. Thus, Assistance Programs co-financed by the government try to deal with the problem of analphabetism. Within the sphere of the 90 s educational policy decentralization, we come to see how the agenda dedicated to the reduction of analphabetism was formed by the Solidarity Alphabetization Program (PAS). Between 1997 and 2003, the latter agenda s decentralizing proposal was integrated in the management partnership for the operationalization of tasks and resources faced with the execution of the formal objectives. In this study, we identify the dimensions of the implantation and progress of the tasks carried out by PAS, in the municipality of Lagoa de Pedras/RN. However, we consider these Programs to assist in the process without guaranteeing the reduction of the causes or substituting the responsibility of the system once the monetary resources for program maintenance provided by the partners is exhausted / A reforma educacional na d?cada de 1990 foi condicionada pelas metas do ajuste fiscal, o que acabou por redefinir o papel do Estado no financiamento e oferta dos servi?os de ensino, levando a um deslocamento da fronteira entre as responsabilidades p?blicas e privadas na promo??o da educa??o de pessoas jovens e adultas. Destacam-se, na referida d?cada tend?ncias ? prolifera??o de provedores e ? multiplica??o de programas de Educa??o de Jovens e Adultos - EJA, implementados em parceria entre agentes governamentais e n?ogovernamentais. Nesse per?odo, a agenda para o analfabetismo era configurada em um processo de descentraliza??o do Estado sobre as responsabilidades educacionais tendo como objetivos econ?micos, sociais e pol?ticos: diminuir o d?ficit p?blico, ampliar a poupan?a p?blica e a capacidade financeira do Estado para concentrar recursos em ?reas consideradas indispens?veis a sua interven??o direta; aumentar a efici?ncia dos servi?os sociais oferecidos ou financiados pelo Estado, atendendo melhor ao cidad?o a um custo menor, zelando pela interioriza??o da presta??o dos servi?os e pela amplia??o de seu acesso aos mais carentes; ampliar a participa??o da cidadania na gest?o p?blica, estimular a a??o social comunit?ria e, ainda, desenvolver esfor?os para a coordena??o efetiva das pessoas pol?ticas no implemento de servi?os sociais de forma associada. Assim sendo, Programas Assistenciais co-financiados pelo governo tentam dar conta da problem?tica do analfabetismo. Compreendemos, no ?mbito da descentraliza??o das pol?ticas educacionais da d?cada de 1990, como se configurou a agenda destinada ? redu??o do analfabetismo, pelo Programa Alfabetiza??o Solid?ria - PAS, cuja proposta descentralizadora se pauta na gest?o em parcerias para a operacionaliza??o das a??es e dos recursos em face da efetiva??o de seus objetivos formais, no per?odo de 1997 a 2003. Nesse estudo, identificamos as dimens?es da implanta??o e do desenvolvimento das a??es do Programa Alfabetiza??o Solid?ria - PAS, no munic?pio de Lagoa de Pedras/RN. Consideramos, no entanto, que esses Programas, apenas, auxiliam no processo, mas n?o garantem a redu??o das causas, tampouco n?o substituem a responsabilidade do sistema, uma vez que os recursos oriundos das parcerias destinados ? manuten??o das a??es s?o escassos