Evaluation of educational policies through the policy cycle theoretical-analytical approach

Detalhes bibliográficos
Autor(a) principal: Lima, Paulo Gomes
Data de Publicação: 2013
Outros Autores: Marran, Ana Lúcia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/5370
Resumo: This article discusses the importance of evaluating public policies for education, once it is a recent subject in our country. The first records of this kind of investigation date back the 1980s, originated in stricto sensu post-graduation programs. The epistemological basis focuses on the contributions of the policy cycle theoretical-analytical approach of Stephen Ball and his co-workers, according to whom there are contexts which are conditioned by and also influence the public policies from the opening of their agenda to their implementation. Thus, it is necessary to have an assessment tool which can reveal whether the objective of such policies is achieved or not, considering the contexts under analysis. Regarding the educational field, although Ball’s policy cycle analysis framework is consistent and coherent in terms of validity, radicalism and rigor when applied to the study of policy evaluation, it also constitutes an object of study.   Keywords: Policy cycle approach. Educational research. Educational policies.
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spelling Evaluation of educational policies through the policy cycle theoretical-analytical approachLa evaluación de políticas educacionales por medio del abordaje teórico-analítico del ciclo de políticasA avaliação de políticas educacionais por meio da abordagem teórico-analítica do ciclo de políticasThis article discusses the importance of evaluating public policies for education, once it is a recent subject in our country. The first records of this kind of investigation date back the 1980s, originated in stricto sensu post-graduation programs. The epistemological basis focuses on the contributions of the policy cycle theoretical-analytical approach of Stephen Ball and his co-workers, according to whom there are contexts which are conditioned by and also influence the public policies from the opening of their agenda to their implementation. Thus, it is necessary to have an assessment tool which can reveal whether the objective of such policies is achieved or not, considering the contexts under analysis. Regarding the educational field, although Ball’s policy cycle analysis framework is consistent and coherent in terms of validity, radicalism and rigor when applied to the study of policy evaluation, it also constitutes an object of study.   Keywords: Policy cycle approach. Educational research. Educational policies.Este artículo discute la importancia de la evaluación de políticas públicas para el área educacional, puesto que se trata de un tema reciente en nuestro país, una vez que los primeros registros sobre esa dimensión de investigación datan de inicios de la década de 1980, a partir de programas de Postgrado en nivel stricto sensu. La fundamentación epistemológica se centró en las contribuciones del abordaje teórico-analítico del ciclo de políticas en la perspectiva de Stephen Ball y sus colaboradores, según la cual hay contextos que son condicionados y condicionan las políticas públicas desde la apertura de su agenda a su implementación, de ahí un necesario instrumento evaluativo que explicite la consecución o no de los objetivos esperados a la luz de los contextos analizados. Para el campo educacional, el cuadro de análisis del ciclo de políticas de Ball, aunque reúna consistencia y coherencia en cuanto a su validez, radicalidad y rigurosidad en los estudios de las evaluaciones de las políticas, y en si mismo, se constituye como objeto de estudio.   Palabras clave: Abordaje del ciclo de políticas. Investigación educacional. Políticas educacionales.Este artigo discute a importância da avaliação de políticas públicas para a área educacional, visto que se trata de um assunto recente em nosso país, uma vez que os primeiros registros sobre essa dimensão de investigação datam do início da década de 1980, a partir de Programas de Pós-Graduação em nível stricto sensu. A fundamentação epistemológica centrou-se nas contribuições da abordagem teórico-analítica do ciclo de políticas na perspectiva de Stephen Ball e seus colaboradores, segundo a qual existem contextos que são condicionados e condicionam as políticas públicas desde a abertura de sua agenda à implementação, daí um necessário instrumento avaliativo que explicite a consecução ou não dos objetivos esperados à luz dos contextos analisados. Para o campo educacional, o quadro de análise do ciclo de políticas de Ball, embora reúna consistência e coerência quanto à sua validade, radicalidade e rigorosidade nos estudos das avaliações das políticas, e em si mesmo, constitui-se como objeto de estudo; ainda é recente e os seus desdobramentos, bem como a natureza de suas limitações ainda estão para serem conhecidos no Brasil, por meio de estudos posteriores.   Palavras-chave: Abordagem do ciclo de políticas. Pesquisa educacional. Políticas educacionais.Universidade Estadual de Ponta Grossa2013-07-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/537010.5212/PraxEduc.v.8i1.0002Práxis Educativa; Vol. 8 No. 1 (2013); 41-62Práxis Educativa; Vol. 8 Núm. 1 (2013); 41-62Práxis Educativa; V. 8 N. 1 (2013); 41-62Práxis Educativa; v. 8 n. 1 (2013); 41-621809-43091809-403110.5212/PraxEduc.v.8i1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/5370/3467Lima, Paulo GomesMarran, Ana Lúciainfo:eu-repo/semantics/openAccess2020-04-03T22:22:07Zoai:uepg.br:article/5370Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-03T22:22:07Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Evaluation of educational policies through the policy cycle theoretical-analytical approach
La evaluación de políticas educacionales por medio del abordaje teórico-analítico del ciclo de políticas
A avaliação de políticas educacionais por meio da abordagem teórico-analítica do ciclo de políticas
title Evaluation of educational policies through the policy cycle theoretical-analytical approach
spellingShingle Evaluation of educational policies through the policy cycle theoretical-analytical approach
Lima, Paulo Gomes
title_short Evaluation of educational policies through the policy cycle theoretical-analytical approach
title_full Evaluation of educational policies through the policy cycle theoretical-analytical approach
title_fullStr Evaluation of educational policies through the policy cycle theoretical-analytical approach
title_full_unstemmed Evaluation of educational policies through the policy cycle theoretical-analytical approach
title_sort Evaluation of educational policies through the policy cycle theoretical-analytical approach
author Lima, Paulo Gomes
author_facet Lima, Paulo Gomes
Marran, Ana Lúcia
author_role author
author2 Marran, Ana Lúcia
author2_role author
dc.contributor.author.fl_str_mv Lima, Paulo Gomes
Marran, Ana Lúcia
description This article discusses the importance of evaluating public policies for education, once it is a recent subject in our country. The first records of this kind of investigation date back the 1980s, originated in stricto sensu post-graduation programs. The epistemological basis focuses on the contributions of the policy cycle theoretical-analytical approach of Stephen Ball and his co-workers, according to whom there are contexts which are conditioned by and also influence the public policies from the opening of their agenda to their implementation. Thus, it is necessary to have an assessment tool which can reveal whether the objective of such policies is achieved or not, considering the contexts under analysis. Regarding the educational field, although Ball’s policy cycle analysis framework is consistent and coherent in terms of validity, radicalism and rigor when applied to the study of policy evaluation, it also constitutes an object of study.   Keywords: Policy cycle approach. Educational research. Educational policies.
publishDate 2013
dc.date.none.fl_str_mv 2013-07-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/5370
10.5212/PraxEduc.v.8i1.0002
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/5370
identifier_str_mv 10.5212/PraxEduc.v.8i1.0002
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/5370/3467
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 8 No. 1 (2013); 41-62
Práxis Educativa; Vol. 8 Núm. 1 (2013); 41-62
Práxis Educativa; V. 8 N. 1 (2013); 41-62
Práxis Educativa; v. 8 n. 1 (2013); 41-62
1809-4309
1809-4031
10.5212/PraxEduc.v.8i1
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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