Implementing educational policies at micro level: an analysis from the school professionals in the practice context
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
Texto Completo: | https://revistas.uepg.br/index.php/retepe/article/view/12972 |
Resumo: | Abstract: This article analyzes the school professionals as public policies implementer agents from a political perspective, taking as reference the researches of Ball (1987, 2002, 2005), Ball et al. (2012); Michael Lipsky (1980); Maurice Tardif (2002); Lessard and Carpentier (2016), Oliveira (2014) and Gussi and Oliveira (2016). Despite of starting from different theoretical and methodological contributions, such references have a critical view of the Weberian conception about bureaucracy and the role played by bureaucrats in the public policies implementing process. It´s intended to use such literature to think the educational policies and the actors that daily act in this process at a local level. Assuming that implementation is a political process and the actors involved in this process have different agendas and interests, the discussion for the educational policies field assumes that educational institutions are complex, in which the base agents interactions and actions help unravel the dynamics that are built there. As the public policies are not announced in the same way, different meanings will be attributed along their trajectory to the local level, reason why the interpretation and translation concepts are important. Keywords: Educational policy, public policies implementing; implementation at school; implementer agents; school and public policies. |
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Implementing educational policies at micro level: an analysis from the school professionals in the practice contextLa implementación de políticas educativas al nivel micro: un análisis desde los profesionales de la escuela en el contexto de la prácticaA implementação de políticas educacionais no nível micro: uma análise a partir dos profissionais da escola no contexto da práticaAbstract: This article analyzes the school professionals as public policies implementer agents from a political perspective, taking as reference the researches of Ball (1987, 2002, 2005), Ball et al. (2012); Michael Lipsky (1980); Maurice Tardif (2002); Lessard and Carpentier (2016), Oliveira (2014) and Gussi and Oliveira (2016). Despite of starting from different theoretical and methodological contributions, such references have a critical view of the Weberian conception about bureaucracy and the role played by bureaucrats in the public policies implementing process. It´s intended to use such literature to think the educational policies and the actors that daily act in this process at a local level. Assuming that implementation is a political process and the actors involved in this process have different agendas and interests, the discussion for the educational policies field assumes that educational institutions are complex, in which the base agents interactions and actions help unravel the dynamics that are built there. As the public policies are not announced in the same way, different meanings will be attributed along their trajectory to the local level, reason why the interpretation and translation concepts are important. Keywords: Educational policy, public policies implementing; implementation at school; implementer agents; school and public policies.Resumen: Este artículo analiza a los profesionales de la escuela como agentes implementadores de políticas públicas desde una perspectiva política, tomando como referencia las investigaciones de Ball (1987, 2002, 2005), Ball et al. (2012); Michael Lipsky (1980); Maurice Tardif (2002); Lessard y Carpentier (2016), Oliveira (2014) y Gussi y Oliveira (2016). Aunque parten de aportes teóricos y metodológicos distintos, dichos referenciales tienen una visión crítica de la concepción weberiana de burocracia y del papel desempeñado por los burócratas en el proceso de implementación de políticas públicas. Se pretende utilizar esa literatura para pensar las políticas educativas y los sujetos que actúan cotidianamente en ese proceso a nivel local, en las instituciones educativas. Asumiendo que la implementación es un proceso político y que los actores vinculados a ese proceso tienen agendas e intereses distintos, la discusión para el campo de las políticas educativas parte de la premisa que las instituciones educativas son complejas, en las cuales las interacciones y acciones de los agentes de base ayudan a desentrañar las dinámicas que allí se construyen. Como las políticas públicas no se anuncian de la misma manera, distintos serán los sentidos atribuidos a lo largo de su trayectoria hasta el nivel local, razón por la cual los conceptos de interpretación y traducción son importantes. Palabras-clave: Política educativa. Implementación de políticas públicas. Implementación en la escuela. Agentes implementadores. Escuela y políticas públicas.Resumo: Este artigo analisa os profissionais da escola como agentes implementadores de políticas públicas a partir de uma perspectiva política, tomando como referência as pesquisas de Ball (1987, 2002, 2005), Ball et al. (2012); Michael Lipsky (1980); Maurice Tardif (2002); Lessard e Carpentier (2016), Oliveira (2014) e Gussi e Oliveira (2016). Apesar de partirem de aportes teóricos e metodológicos distintos, tais referenciais têm uma visão crítica da concepção weberiana de burocracia e do papel desempenhado pelos burocratas no processo de implementação de políticas públicas. Pretende-se utilizar essa literatura para se pensar as políticas educacionais e os sujeitos que atuam, cotidianamente, nesse processo em âmbito local, nas instituições educacionais. Assumindo que a implementação é um processo político e que os atores vinculados a esse processo têm agendas e interesses distintos, a discussão para o campo das políticas educacionais parte da premissa de que as instituições educacionais são complexas, nas quais as interações e ações dos agentes de base ajudam a desvendar as dinâmicas que ali são construídas. Como as políticas públicas não são anunciadas da mesma forma, distintos serão os sentidos atribuídos ao longo de sua trajetória até o nível local, razão pela qual os conceitos de interpretação e de tradução são importantes. Palavras-chave: Política educacional. Implementação de políticas públicas. Implementação na escola. Agentes implementadores. Escola e políticas públicas.UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe2019-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenthttps://revistas.uepg.br/index.php/retepe/article/view/1297210.5212/retepe.v.4.010Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 4 (2019); 1-172409-3696reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativainstname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)instacron:ReLePeporhttps://revistas.uepg.br/index.php/retepe/article/view/12972/209209210889https://revistas.uepg.br/index.php/retepe/article/view/12972/209209212561Copyright (c) 2019 Revista de Estudios Teóricos y Epistemológicos en Política Educativainfo:eu-repo/semantics/openAccessde Oliveira, Breynner Ricardo2020-04-09T17:35:07Zoai:uepg.br:article/12972Revistahttps://revistas.uepg.br/index.php/retepeONGhttps://revistas.uepg.br/index.php/retepe/oai||editores@relepeenrevista.org2409-36962409-3696opendoar:2020-04-09T17:35:07Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)false |
dc.title.none.fl_str_mv |
Implementing educational policies at micro level: an analysis from the school professionals in the practice context La implementación de políticas educativas al nivel micro: un análisis desde los profesionales de la escuela en el contexto de la práctica A implementação de políticas educacionais no nível micro: uma análise a partir dos profissionais da escola no contexto da prática |
title |
Implementing educational policies at micro level: an analysis from the school professionals in the practice context |
spellingShingle |
Implementing educational policies at micro level: an analysis from the school professionals in the practice context de Oliveira, Breynner Ricardo |
title_short |
Implementing educational policies at micro level: an analysis from the school professionals in the practice context |
title_full |
Implementing educational policies at micro level: an analysis from the school professionals in the practice context |
title_fullStr |
Implementing educational policies at micro level: an analysis from the school professionals in the practice context |
title_full_unstemmed |
Implementing educational policies at micro level: an analysis from the school professionals in the practice context |
title_sort |
Implementing educational policies at micro level: an analysis from the school professionals in the practice context |
author |
de Oliveira, Breynner Ricardo |
author_facet |
de Oliveira, Breynner Ricardo |
author_role |
author |
dc.contributor.author.fl_str_mv |
de Oliveira, Breynner Ricardo |
description |
Abstract: This article analyzes the school professionals as public policies implementer agents from a political perspective, taking as reference the researches of Ball (1987, 2002, 2005), Ball et al. (2012); Michael Lipsky (1980); Maurice Tardif (2002); Lessard and Carpentier (2016), Oliveira (2014) and Gussi and Oliveira (2016). Despite of starting from different theoretical and methodological contributions, such references have a critical view of the Weberian conception about bureaucracy and the role played by bureaucrats in the public policies implementing process. It´s intended to use such literature to think the educational policies and the actors that daily act in this process at a local level. Assuming that implementation is a political process and the actors involved in this process have different agendas and interests, the discussion for the educational policies field assumes that educational institutions are complex, in which the base agents interactions and actions help unravel the dynamics that are built there. As the public policies are not announced in the same way, different meanings will be attributed along their trajectory to the local level, reason why the interpretation and translation concepts are important. Keywords: Educational policy, public policies implementing; implementation at school; implementer agents; school and public policies. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-24 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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https://revistas.uepg.br/index.php/retepe/article/view/12972 10.5212/retepe.v.4.010 |
url |
https://revistas.uepg.br/index.php/retepe/article/view/12972 |
identifier_str_mv |
10.5212/retepe.v.4.010 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/retepe/article/view/12972/209209210889 https://revistas.uepg.br/index.php/retepe/article/view/12972/209209212561 |
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Copyright (c) 2019 Revista de Estudios Teóricos y Epistemológicos en Política Educativa info:eu-repo/semantics/openAccess |
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Copyright (c) 2019 Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
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openAccess |
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application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document |
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UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe |
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UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe |
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Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 4 (2019); 1-17 2409-3696 reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativa instname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe) instacron:ReLePe |
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Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe) |
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