Banca de DEFESA: FLÁVIA FREIRE DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FLÁVIA FREIRE DE OLIVEIRA
DATE: 20/09/2023
TIME: 14:30
LOCAL: meet.google.com/wzp-qavr-auq
TITLE:

Between intentions and results: a study on the implementation of educational policies during the COVID-19 pandemic in Natal/RN

KEY WORDS:

implementation of public policies; implementation contexts; implementing agents; education; and the covid-19 pandemic

PAGES: 100
BIG AREA: Ciências Sociais Aplicadas
AREA: Planejamento Urbano e Regional
SUMMARY:

The present dissertation dialogues with studies on the implementation of public policies from the perspective of the context of the implementation of educational policies, with special emphasis on the guidelines established by the Municipal Department of Education (SME) for the return to face-to-face classes in municipal schools in Natal/ RN during the covid-19 pandemic. Studies on implementation consider that the relational and interaction processes between the actors and the implementation context necessarily influence the process of implementing public policies (Arretche, 2001; Leite and D'Ascenzi, 2013; Oliveira and Abrucio, 2018; Gomes, 2019; Lotta, 2019; Oliveira, et. al., 2022) thus affecting the outcome of the policy. In view of the originality and challenges posed by the new coronavirus pandemic, this dissertation has as research delimitation the Brazilian education, understanding the situation that involves implementing policies in an emergency context (Oliveira et. al., 2021; Lucas et. al., 2021; Jaccoud et al., 2021). Thus, the main objective of this study is to identify how the orientations and guidelines defined in the formulation plan by the SME/Natal were implemented in practice by the schools in its teaching network; followed by three other specific objectives that focus on i) characterizing the process of elaborating the guidelines of the formulation plan of the Municipal Secretariat of Education of Natal/RN for the return to face-to-face classes of municipal schools during the pandemic; ii) visualize how the school community sees, interprets and implements the guidelines; iii) identify bottlenecks in the implementation of these guidelines. Methodologically, we opted for fieldwork in two municipal schools located in different urban spaces: one in the central region and the other in a peripheral region of the city. This empirical choice is anchored in studies in the area that identify that the spatial location of public facilities, such as schools, affects the type of public service that citizens have access to. The empirical research field revealed situations already seen in the literature (Gomes and Melo, 2021), which observes that, at the local level, the municipal education network of Natal presents clear patterns of socioeconomic and spatial inequalities between the central and peripheral schools which affect not only teaching conditions, but also educational results. The research also corroborates that the pandemic has more intensely affected students from the poorest and most peripheral regions of the city, thus increasing the level of exclusion and educational inequalities. Thus, this dissertation points out that uniform and homogeneous guidelines and norms, issued by central public administration bodies, are implemented in different ways in schools of the same teaching network, as the implementing agents adapt such norms to their particular contexts and realities. Not considering the context, when formulating general guidelines, ends up reproducing existing inequalities in society and even increasing them, as observed in the case of this research on the effects of the pandemic.

COMMITTEE MEMBERS:
Presidente - 1715152 - SANDRA CRISTINA GOMES
Externa ao Programa - 1803472 - LILIA ASUCA SUMIYA - UFRNExterno à Instituição - BREYNNER RICARDO DE OLIVEIRA - UFOP