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| Author(s): |
Thamara Caroline Strelec
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Instituto de Filosofia e Ciências Humanas |
| Defense date: | 2017-09-05 |
| Examining board members: |
Valeriano Mendes Ferreira Costa;
Wagner de Melo Romão;
Gilda Figueiredo Portugal Gouvea;
Antonio Sergio Araujo Fernandes;
Marco Antonio Carvalho Teixeira
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| Advisor: | Valeriano Mendes Ferreira Costa |
| Abstract | |
Intergovernmental cooperation agreements in the Brazilian scenario are established in the most diverse departments of public policies and, in the last decade, it was highlighted the establishment of agreements with the purpose of promoting, in a joint or articulated way, the development of initiatives related to educational public policies. The central objective of this thesis was to understand the scenario in which these agreements are established and, specifically, to identify the favorable scenarios for its establishment, taking as an analytical reference the assumptions of the Institutional Collective Action Framework (ICA) proposed by Richard Feiock (2007, 2013). Methodologically, primary and secondary sources were used to establish a quantitative and geographical-spatial panorama of cooperative agreements related to educational policy in Brazil, and a multiple case study was carried out based on agreements in the form of public consortia and Education development arrangements. In contrast to the ICA Framework, it was found that the formation of agreements is not intrinsically related to exogenous contextual factors, but to endogenous contextual factors, and the context in which the agreements are established, it was revealed common aspects regarding the characteristics of services, to the role played by the political institutions, to the structure of the political relations, to the effects of electoral cycles, to the possible changes of government and to the profile of the institutions. In addition, the formation and continuity of the agreements was related to the existence of a triad of critical factors that are concerning to the existence of financial or operational incentives, communication facilitators, as well as history and density of interpersonal relationships. Based on these results, it is argued that cooperation agreements in the field of education are more easily constituted and maintained if the context in which the municipalities are inserted reflects the scenarios resulting from the endogenous contextual factors discriminated in the ICA Framework, but mainly, if there is the initial encouragement of external organizations to municipal governments, the same able to promote the initial dialogue and the awareness of the leaders and managers about the potential gains of cooperation, also stimulate the consolidation of an environment favorable to the proximity and integration of the actors and institutions involved with education in municipalities (AU) | |
| FAPESP's process: | 14/03864-9 - Intergovernmental relations educational background in Brazil: a study from the arrangements for cooperation in public policies in education |
| Grantee: | Thamara Caroline Strelec |
| Support Opportunities: | Scholarships in Brazil - Doctorate |