ENGLISH ABSTRACT - RESUMO EM PORTUGUÊS - RESUMEN EN ESPAÑOL ABSTRACT The article analyzes the structural crisis of Brazilian public education based on the concept of a "Dysfunctional State." Grounded in longitudinal research with over five thousand respondents, developed by ARTEBRA in Bahia, the study highlights the gap between official discourse and school reality, marked by insecurity, food deficiency, violence, and a "void of meaning" that turns schools into spaces of unproductivity and suffering. Educational precarity is treated as a symptom of a collapse in political management, subordinated to a logic of immediatism that sacrifices long-term human development to achieve electoral and economic results. The central criticism falls on a management system that, lacking control and prioritizing the appearance of efficiency through fictitious indicators, destabilizes teaching, fosters functional illiteracy, and generates institutional violence. The article argues that the recurring focus on the curriculum diverts attention from the real problem: political leadership and the technical and ethical incapacity of a management system devoid of knowledge in organization, psychology, and human development. It concludes that by neglecting its civilizing function, the State undermines democracy and creates conditions for the advance of anti-social political forces. As a counterpoint, a "management shock" is proposed, based on multidisciplinarity, the reformulation of educator training, and the restructuring of state control, warning that the perpetuation of the current model constitutes an act of political self-sabotage that condemns the country to backwardness and chaos.
Alejandro Vaillant Valdes (Sat,) studied this question.