Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis

Detalhes bibliográficos
Autor(a) principal: Parente, Cláudia da Mota Darós
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/61874
Resumo: This article aims to systematize some elements for the analysis of full-time and integral education policies considering the public policy cycle. The public policy cycle is composed of the following phases: agenda, formulation, implementation and evaluation. Through a theoretical essay, based on the bibliography of the public policy area and the theoretical and empirical accumulation about the subject, the present study shows how full-time and integral education policies are currently on the Brazilian political-educational agenda and how they have been formulated, implemented and evaluated. It points out the relevance of constructing analytical tools and methodologies that better capture the needs of the area.
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spelling Full-time and Integral Education Policies Considering the Public Policy Cycle AnalysisPolíticas de Educação Integral em Tempo Integral à Luz da Análise do Ciclo da Política PúblicaFull-time EducationEducational PolicyPublic Policy CycleJornada EscolarTerceiro SetorPolítica EducacionalThis article aims to systematize some elements for the analysis of full-time and integral education policies considering the public policy cycle. The public policy cycle is composed of the following phases: agenda, formulation, implementation and evaluation. Through a theoretical essay, based on the bibliography of the public policy area and the theoretical and empirical accumulation about the subject, the present study shows how full-time and integral education policies are currently on the Brazilian political-educational agenda and how they have been formulated, implemented and evaluated. It points out the relevance of constructing analytical tools and methodologies that better capture the needs of the area.O presente artigo tem como objetivo sistematizar alguns elementos para a análise das políticas de educação integral em tempo integral considerando o ciclo da política pública. O ciclo de uma política pública é composto pelas seguintes fases: agenda, formulação, implementação e avaliação. Por meio de um ensaio teórico, embasado na bibliografia da área de políticas públicas e no acúmulo teórico e empírico acerca da temática, o presente estudo mostra como as políticas de educação integral em tempo integral apresentam-se atualmente na agenda político-educacional brasileira e como vêm sendo formuladas, implementadas e avaliadas. Aponta a relevância de se construir instrumentos e metodologias de análise que melhor captem as necessidades da área.FACED - UFRGS2018-02-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/61874Educação & Realidade [Education & Reality]; Vol. 43 No. 2 (2018)Educação & Realidade; v. 43 n. 2 (2018)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/61874/47249Copyright (c) 2018 Cláudia da Mota Darós Parenteinfo:eu-repo/semantics/openAccessParente, Cláudia da Mota Darós2018-02-27T03:48:52Zoai:seer.ufrgs.br:article/61874Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-02-27T03:48:52Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis
Políticas de Educação Integral em Tempo Integral à Luz da Análise do Ciclo da Política Pública
title Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis
spellingShingle Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis
Parente, Cláudia da Mota Darós
Full-time Education
Educational Policy
Public Policy Cycle
Jornada Escolar
Terceiro Setor
Política Educacional
title_short Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis
title_full Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis
title_fullStr Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis
title_full_unstemmed Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis
title_sort Full-time and Integral Education Policies Considering the Public Policy Cycle Analysis
author Parente, Cláudia da Mota Darós
author_facet Parente, Cláudia da Mota Darós
author_role author
dc.contributor.author.fl_str_mv Parente, Cláudia da Mota Darós
dc.subject.por.fl_str_mv Full-time Education
Educational Policy
Public Policy Cycle
Jornada Escolar
Terceiro Setor
Política Educacional
topic Full-time Education
Educational Policy
Public Policy Cycle
Jornada Escolar
Terceiro Setor
Política Educacional
description This article aims to systematize some elements for the analysis of full-time and integral education policies considering the public policy cycle. The public policy cycle is composed of the following phases: agenda, formulation, implementation and evaluation. Through a theoretical essay, based on the bibliography of the public policy area and the theoretical and empirical accumulation about the subject, the present study shows how full-time and integral education policies are currently on the Brazilian political-educational agenda and how they have been formulated, implemented and evaluated. It points out the relevance of constructing analytical tools and methodologies that better capture the needs of the area.
publishDate 2018
dc.date.none.fl_str_mv 2018-02-27
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/61874
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/61874
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/61874/47249
dc.rights.driver.fl_str_mv Copyright (c) 2018 Cláudia da Mota Darós Parente
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Cláudia da Mota Darós Parente
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 43 No. 2 (2018)
Educação & Realidade; v. 43 n. 2 (2018)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
_version_ 1799766986754883584

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