Public field education policy cycle analysis: Pronera Program

• Autor(a) principal: Agner, Ariane Maria
• Data de Publicação: 2020
• Outros Autores: Nascimento, Decio Estevão do
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Campo - Território
• Texto Completo: https://seer.ufu.br/index.php/campoterritorio/article/view/51574

This study deals the public policy of education in the field, operationalized through the National Program of Education in the Field, integrated to the actions of the National Institute of Colonization and Agrarian Reform - Incra, understanding its cycles in the light of the relevant literature on the subject. The Program is operationalized using Manuals that are approved by Decree or Ordinance. Over twenty-one years of existence, six Manuals were published, the most recent in 2016. The objective of the research is to describe the cycle of Public Policy on Rural Education, specifically the National Program of Education in Agrarian Reform (Pronera). The predominant methodology was bibliographic research, also involving documentary research, in Incra Management Reports for data collection and analysis. Based on the assumptions in the literature, the Program cycle is described according to the analysis of Management Reports and Manuals. With each new edition of the Pronera Operations Manual it was possible to observe the expansion of educational levels and the grid of courses offered to beneficiaries.