Doutorado em Educação

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Navegando Doutorado em Educação por Autor "Abrucio, Fernando Luiz"

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    Associativismo territorial na educação: novas configurações da colaboração e cooperação federativa
    (Universidade Federal do Espírito Santo, 2016-03-10) Cassini, Simone Alves; Araújo, Gilda Cardoso de; Lima, Marcelo; Vargas, Neide Cesar; Abrucio, Fernando Luiz; Ganzeli, Pedro
    This research is about a doctorate degree which has the territorial arranges in the educational policies as its investigation theme. The aim of the research was the analysis of the intergovernmental associativism phenomenon’s incidence in the education field, checking out its implications for the current federal education situation. Recent intergovernmental associativism in the educational policies, precisely, the Educational Development arranges or the Educational Cooperation territories are interpreted by the government institutions as mechanisms related to the collaboration regime. Understanding this phenomenon implication for the educational policy led us to set empirical and epistemology ways that allowed us to reach compared results. In order to understand the phenomenon through the interpreting analysis of the related agents this research based on studies of the comprehensive sociology. Thus, some methodologic patterns were used considering two aspects: the empirical investigation with the focus on reaching comparing results and; the epistemological way considering the empirism and that allowed us to add theoretical results in the Educational policy areas. As an empirism definition some different relations must be considered and classified (jury people and agents) found in the researched reality, as a way to understand theoretically the new patterns which have been defining the relation of the federal education. The Medium Educational Cooperation Territory of Piracicaba (TCE- Médio Piracicaba) in Minas Gerais, the Xingu Cooperation Territory, and the Tapajos Educational Cooperation Territory (TCE- Tapajos) in the Pará States were taken as the field of research of this paper. The interview was used as the collecting datas method besides the direct observation and document analysis. Among the main results, we defend the theory that the phenomenon presents aspects of new paradigms of the Public Administration, which redefine the Brazilian cooperative federalism structure. This is why, the final considerations presented three augmenting questions: a) that the problem is a federal question, and it integrates the State’s legal and political aspects ( shared federalism); b) that the associative arranjes have been conforming as the State administrative fragmentation tool; c) that new consensus about the collaboration and cooperation have been modeled by the changes provoked through the new public administration paradigms.
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    Implementação do Programa Brasil Profissionalizado e Relações Intergovernamentais: um estudo em Mato Grosso do Sul
    (Universidade Federal do Espírito Santo, 2024-01-01) Pazolini, Michele; Araújo, Gilda Cardoso de; https://orcid.org/0000-0002-3562 9779; http://lattes.cnpq.br/7184033522040803; https://orcid.org/0000-0002-7657-5420 ; http://lattes.cnpq.br/4288678704186449; Lima, Marcelo; https://orcid.org/0000-0002-7448-83 66 ; http://lattes.cnpq.br/6745822194240257; Copatti, Carina; https://orcid.org/0000-0003-0485-38 8X; http://lattes.cnpq.br/6743856187041578; Abrucio, Fernando Luiz; https://orcid.org/0000-0002-3883-99 15; http://lattes.cnpq.br/7585916430082392; Carvalho, Ricardo Emmanuel Ismael de ; https://orcid.org/0000-0003-3643-23 77; http://lattes.cnpq.br/7003206044726098
    This thesis analyzes the implementation of the Programa Brasil Profissionalizado in the state of Mato Grosso do Sul, problematizing the intergovernmental relations (RIG) within the context of cooperative federalism. It is based on the premise that the articulation between the federal government and subnational entities is crucial for the effectiveness of federal programs in a federative country marked by regional inequalities and institutional asymmetries. The research adopts a qualitative approach, employing case study as its methodological strategy and documentary analysis as the main research technique, focusing on the implementation processes of three State Centers for Professional Education in the municipalities of Dourados, Naviraí, and Chapadão do Sul. The theoretical framework is grounded in the principles of federalism, intergovernmental relations, federative coordination, and policy implementation, understanding implementation as a process capable of triggering mechanisms that either reduce or exacerbate inequalities. The findings reveal that, in contrast to other federative units, the construction of school facilities was fully completed in Mato Grosso do Sul, highlighting the role of state-level management in horizontal coordination. However, the absence of structural measures to ensure the schools' operation limited the institutionalization of the policy: the implementation of educational activities was partial, restricted, or discontinued, and none of the units began offering integrated secondary education with vocational training, which was the main objective of the Programa Brasil Profissionalizado. Failures in technical and financial support from the federal government, along with the lack of articulation and integrated planning among the federated entities, revealed the incongruity between the policy of infrastructure expansion and the absence of an effective operational plan. It is concluded that fragmentation in RIG restricted the program’s reach and reinforced pre-existing inequalities, as the expansion of integrated secondary education with vocational training remained limited within the state education network.