STREET-LEVEL BUREAUCRACY AND PUBLIC POLICIES: ANALYZING EDUCATIONAL POLICY IMPLEMENTATION FROM THE PERSPECTIVE OF SCHOOLS AND TEACHERS

• Autor(a) principal: DE OLIVEIRA, BREYNNER RICARDO
• Data de Publicação: 2021
• Outros Autores: DE LACERDA PEIXOTO, MARIA DO CARMO
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37383
• topic: Burocracia de rua; implementação de políticas públicas; políticas educacionais; Street-level bureaucracy; public policy implementation; educational policies; burocracia a nivel de calle; implementación de políticas públicas; políticas educativas

This paper analyzes the implementation of educational policies and the roles of school professionalsconsidering the street-level bureaucracy theory (LIPSKY, 1980). This study assumes that educationalreforms elect schools as planning and administration centers, making them and the professionals workingthere responsible for new attributions which are motivated by improved autonomy, in addition toadministrative and educational decentralization. In these contexts, which are marked by schools’increasing empowerment, the discretionary power exercised by its professionals (teachers, principals,coordinators, among others) is a key element to understanding the availability and implementation ofprograms and their ability to either influence or change the design of educational policies on a local level.This perspective emphasizes the importance of considering those closer to actions deriving from suchpolicies, that is, the actors who see the bottom-up process because they are in the lower end. Accordingto Lipsky (1980), these are the so-called local policy agents or street-level public agents. As for schools,we understand that to enforce a certain policy, factors such as interpersonal influence, commitments, andinformal negotiations are as important as formal processes and regulations. Finally, this study attemptsto prove the impacts and contours assumed by changes in school dynamics in terms of translating localeducational policies.