CONTEXT FOR THE IMPLEMENTATION OF THE RIGHT AGE LEARNING PROGRAM (PAIC)

Author(s)

Cruz, Maria do Carmo Meirelles Toledo ; Ribeiro, Vanda Mendes ; Batista, Jose Marques

• Document type: Journal article
• Source: REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO; v. 17, p. 27-pg., 2022-11-01.

Abstract

This article analyses the context of Paic/Ceara's implementation, which improved performance and equity among students. Literature review denotes a lack of research on the subject, with sparse discussions of the meaning of contextual dimensions. This qualitative research made use of previous categories: political context (intentionality and behavior of the ruling elites), institutional (characteristics of the bureaucracy; profile and experience of leaders and implementing agents) and economic (scarcity of financial resources). From these, based on a literature review and forty interviews with leaders and implementing agents of the Programme, it contributes to the literature by uncovering eleven subcategories that underlie its success. Further studies can test such subcategories in other public policies. In the Paic, the political dimension denoted inheritance of actions after the 1988 Constitution, continuity, support of high and medium-level decisions by the governor, republican commitment, demonstration of the value of education to mayors by the governor. In the institutional dimension, it was observed the expansion of state capacity with bureaucratization, use of leadership and the experience of agents and distribution of knowledge acquired as a means of policy incrementation. As for the economic dimension, the context was and still is one of low revenue collection, but with a good level of exploitation and negotiation for the distribution of public resources. (AU)

• FAPESP's process: 18/11257-6 - Implementing educational policies and equity in social vulnerability environments
• Grantee: Vanda Mendes Ribeiro
• Support Opportunities: Regular Research Grants