A EVOLUÇÃO DO DIREITO À EDUCAÇAO NO BRASIL REPUBLICANO

Este trabalho investigativo tem como objetivo a análise da evolução do direito à educação nos textos constitucionais no Brasil republicano, por intermédio de uma pesquisa histórica em fontes documentais. O caminho da mediação jurídico-constitucional foi escolhido, em razão de permitir desvelar a relação entre educação, sociedade e Estado, considerando a possibilidade de apreender as limitações que este impõe a esse tipo de prática social, bem como compreender as condições materiais que efetivamente o Estado instaura de modo a favorecer a fruição do direito à educação. A análise do direito à educação no aparato jurídico-constitucional, a partir do enfoque sociológico, se fez pela abordagem dos conflitos de interesses presentes no momento da elaboração do texto constitucional, mediante a perspectiva teórica e metodológica proposta por Saes (2003a), no que se refere ao estudo das conexões existentes entre prática social e legislação educacional-constitucional. Este estudo foi construído, então, a partir dos seguintes eixos conceituais: educação como uma prática social inerente à existência humana, em sentido amplo, e da educação letrada como uma necessidade imposta pelo modo de organização das relações de produção na sociedade capitalista, segundo o proposto por Saviani (2004); configurada posteriormente como um direito, compreendido como um fenômeno histórico e social necessário ao funcionamento ou reprodução de um determinado tipo de sociedade, especialmente, no que diz respeito ao surgimento histórico da forma sujeito de direito, a constituição da personalidade jurídica, de acordo com o pensamento de Miaille (1994) e a construção da cidadania na ordem capitalista, como resultado das mudanças nas relações de autoridade entre o Estado e os indivíduos, conforme aporte teórico tomado de Bendix (1996), considerando a extensão, o alcance, a profundidade e a precisão da declaração do direito à educação, tomadas como categorias de estudo, variáveis presentes nas constituições adotadas nos Estados burgueses modernos, explicáveis pelos conflitos de interesses que atravessam a vida social

O Diretor de Escola Pública que profissional é este?

Este estudo tem como propósito pesquisar o diretor de escola pública, refletindo sobre a sua prática cotidiana, suas perspectivas e realizações, visando atender a tantas e tão diferentes tarefas que lhe são impostas. Para tanto, fizemos uma investigação teórico-bibliografica sobre a gestão da escola pública, sua finalidade social, autonomia e a busca pela qualidade do ensino oferecido, além de uma análise dos concursos e formas de provimento do referido cargo e analisamos também a oferta de atualização profissional que foi oferecida pela SEE à equipe gestora das escolas públicas estaduais, através do curso de formação continuada Progestão. Na parte prática desta, realizamos uma roda de conversa - uma nova metodologia de pesquisa - com quatro diretores concursados e que atuam frente às escolas públicas estaduais de São Paulo e do Grande ABC e ouvimos deles depoimentos autênticos que retratam suas práticas diárias, tensões, dificuldades e realizações no desempenho de sua função, o que contribuiu em muito para a pesquisa aqui proposta. Apontamos ainda, como uma possível saída para essa situação, a gestão escolar na perspectiva multirreferencial e finalizando este estudo apresentamos as conclusões da pesquisa.(AU)

UM ESTUDO SOBRE O PROGRAMA LER E ESCREVER DA REDE PÚBLICA DO ESTADO DE SÃO PAULO

O presente trabalho tem o objetivo de analisar o Programa Ler e Escrever das escolas estaduais de São Paulo, apontando seus possíveis benefícios e principais problemas. O programa representa mais uma tentativa do sistema público de ensino no sentido de reverter o quadro de precariedade apresentado pelos alunos da escola pública no que se refere ao processo de alfabetização. No primeiro capítulo encontram-se considerações pertinentes a alfabetização e concepções de ensino. No segundo capítulo é apresentada a legislação que respalda o programa e também a forma como vem sendo aplicado. O terceiro capítulo trata dos procedimentos metodológicos. Foram desenvolvidos questionários para professores alfabetizadores e professores-coordenadores e elaborados quadros de análise para classificar os depoimentos coletados a partir dos pares de categorias dialéticas do referencial teórico-metodológico construído por Alves (2000). Alguns dos professores entrevistados acreditam que o programa traz idéias novas, porém seu referencial teórico é fundado no construtivismo, que já orienta os documentos institucionais da educação brasileira há mais de 25 anos.(AU)

COMPETÊNCIAS LEITORAS E ESCRITORAS NA EDUCAÇÃO BÁSICA DE SÃO PAULO, CIDADANIA E IDEOLOGIA: UMA ABORDAGEM HISTÓRICO-POLÍTICA EXPLORATÓRIA

Esta pesquisa de pós-graduação em nível de Mestrado em Educação, pela Universidade Metodista de São Paulo, esforça-se em promover uma reflexão acerca das políticas públicas, desde a Constituição do Império em 1824 até a Constituição de 1988, que impediram o analfabeto de votar em relação com as políticas educacionais que propunham erradicar o analfabetismo no país, analisando, como um caso específico, a ideologia do trabalho por competências na rede pública estadual de São Paulo. A base conceitual-analítica é dada por teorias marxistas francesas contemporâneas, em particular de Althusser, com relação ao Aparelho Ideológico de Estado e estudos de Baudelot e Establet, tendo como hipótese que a escola pública operou e ainda opera em função dos interesses burgueses de produção. Está dividida em cinco capítulos, estruturalmente adequadas da seguinte forma: Introdução que apresenta o referencial teórico usado para a construção da reflexão proposta, à luz dos estudos de Althusser, Baudelot e Establet e Saes; os capítulos 1 e 2 trazem o esforço da busca histórica e legal das Constituições Brasileiras, do Império até 1988, trazendo sempre um breve histórico das épocas em que elas foram promulgadas, a fim de subsidiar o estudo e apresentar que a proibição do voto do analfabeto sempre esteve presente nas constituições, até 1985 com a Emenda Constitucional que declarava o voto do analfabeto como facultativo , sempre atrelado à situação de competências leitoras e escritoras para o exercício pleno da cidadania; o terceiro capítulo apresenta o levantamento histórico sobre os dados de analfabetismo no Brasil desde os anos de 1900 até o último dado do IBGE nos anos 2000, trazendo um referencial explicativo baseado nos estudos de história da educação de ROMANELLI e na tese de doutoramento do professor da USP, Celso de Rui Beisiegel, o que possibilitou traçar um panorama das políticas públicas da educação consoantes aos acontecimentos políticos e históricos; o quarto capítulo apresenta a Proposta Curricular do Estado de São Paulo (SEE/SP, 2008), possibilitando um breve panorama sobre essa política pública de educação na referida rede e o quinto capítulo apresenta uma reflexão das teorias e dados apresentados, no esforço de refletir a situação do ensino por competências, no caso o das leitoras e escritoras, sempre presentes no enfoque social e econômico do país com um olhar crítico ao analfabetismo e as políticas públicas de educação.

O PSC E A NOÇÃO DE “FAMÍLIA TRADICIONAL” COMO IDENTIDADE PARTIDÁRIA E RELIGIOSA: ANÁLISE DO PROCESSO ELEITORAL DE 2014

A presente dissertação analisa como o Partido Social Cristão (PSC), ao longo do tempo, se apropriou da identidade religiosa de seus atores políticos que na sua maioria são membros da Frente Parlamentar Evangélica, os quais defendem no espaço público a “família tradicional”, em detrimento da pluralidade de arranjos familiares na contemporaneidade. Para explicitar o objeto - “família tradicional” e PSC -, foi necessário retroceder no tempo e investigar na historiografia os primórdios da inserção dos evangélicos na política brasileira. Em vista disso, analisamos a participação dos evangélicos nos respectivos períodos do Brasil: Colônia, Império e República. A dificuldade da entrada de evangélicos na política partidária, dentre outros fatores, se deve àinfluência do catolicismo no Estado. Assim sendo, averiguamos em todas as Constituições (1824, 1891, 1934, 1937, 1946, 1967, 1969 e 1988) o que a mesma diz no que tange a proibição e a liberdade religiosa no país. Logo, verificamos entre as Eras Vargas e República Populista, que ocorreu com intensidade a transição do apoliticismo para o politicismo entre os evangélicos brasileiros, porém, eles não recebiam o apoio formal de suas igrejas. Em seguida, a participação dos evangélicos na arena política durante a ditadura militar foi investigada com destaque para o posicionamento de vanguarda da IECLB, através do Manifesto de Curitiba e, também com a presença de parlamentares evangélicos no Congresso Nacional. A politização pentecostal é ressaltada em nosso trabalho, através do pioneirismo de Manoel de Mello e, depois na Redemocratização quando as instituições evangélicas se organizaram para eleger seus candidatos à Assembleia Nacional Constituinte. E, com o fim do regime militar, o PSC surge como partido “nanico”, contudo, deixa o anonimato e ganha visibilidade midiática quando o pastor e deputado, Marco Feliciano, assume a presidência da Comissão de Direitos Humanos e Minorias, em 2013. Esse é o pano de fundo histórico que projetou o PSC e seus atores no pleito de 2014 com o mote “família tradicional”.

Consumo privado de ansiolíticos benzodiazepínicos e sua correlação com indicadores sociodemográficos nas capitais brasileiras

This work aims to analyze the distribution of anxiolytics and their frequency of consumption in the period of 2010 to 2012, on the Federal District and at other Brazilian cities, as well as evaluating the correlation between such consumption and its demographic, epidemiological, economic and social characteristics for each region of this study. Into the analysis, it was observed that social, economic and cultural factors seem to influence the over-consumption of these drugs in many countries. Based on this, the benzodiazepines (BDZs) have achieved great popularity among members of the medical community and among the general population, mainly because of its safety and effectiveness in controlling symptoms of anxiety, insomnia and convulsions. Concerning the methodology of this work, an ecological study was performed having as sampling Brazilian capitals and as data source the 2010 Population Census, as well as information from IBGE, DATASUS and ANVISA. Still in the case of the methodological procedure, a multiple linear regression was used. Through descriptive analysis, it was demonstrated that the Northern region has the lowest average on consumption of these drugs (being 0.24 DHD in Manaus); meanwhile in the capitals of the Southeast, higher means were identified (reaching 7.29 DHD in Belo Horizonte), with a national average of 3.04 DHD. Among the drugs analyzed, it was found that Alprazolam is the most dispensed by pharmacies and private drugstores, averaging 2.00 DHD for Brazilian capitals. A análise de regressão linear múltipla mostrou que 76% da variação no consumo foi explicada pela variação da densidade populacional (β = 0,310 p = 0,045) e pela percentagem de médicos (β = 0,507 p = 0,016). Therefore, it was concluded that the consumption of anxiolytics of short half-life has been increasing over the years, mainly in the cities of greater population density and with the highest concentration of doctors

Gestão escolar democrática, participação e autonomia: realidade ou utopia?

This paper analyzed the relation between participation and school autonomy, observing Director actions and School Council actions and if school has pedagogic, administrative and financial autonomy. This is a descriptive search, with quantitative approach, realized in 47 state schools in Rio Grande do Norte, and composed by 292 participants, divided in 3 groups (Direction, Coordination and School Council). The instrument to catch data was a questionnaire and the data treatment realized by way descriptive statistic and inferences using X 2 test. The results show that school administration is composed in great part by women with specialization grade. All schools have School Council and Financial Council, but have not Parents and Masters Association and just one of them has Student Guild. The direction choose process is, in 83% of the schools, by elective way. The indicators show that the relation involving family, society and school stays weak, but Directors, Coordinators and School Council members develop their functions with coherence. About autonomy, it is limited and presents correlation with participation, but the educational system stays rigid and centralizer

A cidadania no contexto do estado constitucional democrático de direito brasileiro

The citizenship is a fundamental category to the democratic progress and the development and concretization of human rights, in addition to being one of the essential foundations of democratic contextualized in the rule of law of the Federative Republic of Brazil. That’s exactly why the discussion about its concept and content is a paramount requirement to the understanding and interpretation-application-concretization of the Federal Constitution of 1988, as well as its democracy, since there is no democracy without citizenship. That is why the general objective of the research is to determine the characteristics of the citizenship, relating it to the Law, as well as to discuss (critically) its inclusion in the list of fundamental rights and delimitate the scope of protection and the limits of this right, in the context of Brazilian law post-1988 Constitution. The specific objectives are: a) to analyze the concept of citizenship, its extent and scope, contextualizing it historically; b) to examine the evolution of the legal and regulatory treatment of the citizenship in Brazilian constitutions, focusing on the 1988 Constitution; c) assess whether citizenship can be considered a fundamental right; d) to investigate which implications, theoretical and practical, of assignment fundamentality character to the right to citizenship. This research identifies and deconstructs current conceptual confusions, such as the lack of distinction between citizenship and nationality; citizenship and electoral capacity; citizenship and person. It also helps to identify and oppose the generalizations, as well as the excessively abstract associations which tend to purely metaphysical understandings, fluid and empty of any content. The main virtue, however, is the proposed of understanding of the citizenship as a fundamental right and the examination of the relationship between citizenship and human dignity. In this context, citizenship appears as a corollary of human dignity and it goes beyond. This (human dignity) requires equality, non-arbitraries, non-excessive, disproportionate or unreasonable impositions affecting their freedom rights, and, yet, doesn’t affect a minimum core of possibilities of have to a decent life, in conditions of freedom and self-conformation involved in the necessary consideration of the individual as a subject. All of this requires a decision-making process, molded by the citizenship, which reaches the entire development process of possible state interventions, to ensure the person as a subject, the right holder and the objective point of reference of the juridical relations. Thus, the citizenship represents a substantial and beneficial addition to the human dignity, since the emancipated citizen is a person, formally and materially, qualified, to be able to build their own and collectively organized history, to participate effectively in the making processes decision juridical and social

Papel do município e relações federativas: atuação de municípios cearenses nas políticas de formação continuada de alfabetizadores

The investigation analyze s the role of the municipalities in the ongoing development of literacy teachers, having as a field of study the municipalities of Jaguaruana and Palhano, both in the State of Ceará. The political - educational space adopted as a sample of the study is the p eriod between the years 2003 and 2006, when the emphasis on cooperative action among the federated entities is observed in the Government’s guidelines and Brazilian educational policies, showing the municipal presence in the implementation and execution of these policies. T he historical - dialectical materialistic perspective, understood as an analysis of the social reality as historical elaboration and product of the human praxis, is expressed as the required theoretical - methodological path. The investigatio n is operationalized through interconnected stages: one that involves bibliographical and documental analysis, in which the theoretical input of the research is added, as well as the Federal, State and M unicipal documents accessed ; and another, regarding t he field work, studying the specific character of the object and its mutual rela tionships in the municipalities . The research brings the notion of intergovernmental relationships and cooperative mechanisms as central theoretical tools and, dialoguing with them, ideas such as decentralization, municipalization and municipal autonomy are inserted into a theoretical/practical body, through which the historical and logical aspects of the object are detailed. The study describes and interprets the policies of on going development of literacy teachers with focus on the national guidelines formulated since the 1990’s and on the govern mental incorporation in the national and subnational spaces. In this sense, the analysis is based on the comprehension of the interrel ationship between the municipal policies and the p olicies created by the S tate or Federal G overnments in order to offer ongoing development of literacy teachers. Considering the investigated sample, it shows how the municipal role and the relationships bet ween the State and municipalities of Ceará have emerged, as well as their characteristics regarding the education management policies, taking into account the practices of municipalization and cooperation between the State and municipalities in their histo rical composition. It shows the practices which aim at the ongoing development of literacy teachers observed in the researched municipalities, pointing out the realities and specific marks left by municipal presence in the area, demonstrating the assigned role and the role played. Based on the points of view of the managers interviewed in the municipalities of Jaguaruana e Palhano, it is possible to note the meaning and effectiveness of the policies carried out. With such elements, it discusses the municipa l asymmetries in their homogeneities and heterogeneities rega rding the execution of their federative role. The analysis shows that th e role of the municipalities vary according to the historical, political and social interventions in each municipality. In the fields of formulation and execution of educational policies, the actions of the municipal governments, situated and with expressive interferences, reveal asymmetries in the sense that some municipalities have bigger autonomy and participate more effect ively in the production and distribution of policies than others. In terms of the researched realities, the study shows that taking care of the policies of ongoing development of literacy teachers is not a task that should be assigned exclusively to the mu nicipalities, nonetheless it is a role that they play with varying degrees of success. This role is in fact a joint competence of the federated entities, in the scope the Brazilian cooperative federalism.

Movimentos sociais e educação superior: ação coletiva e protagonismo na construção do Plano Nacional de Educação (2014 - 2024)

Este trabajo analizó el protagonismo de los Movimientos Sociales en el proceso de construcción y de aprobación del Plan Nacional de Educación (PNE 2014 - 2014) con énfasis en las metas para da Educación Universitaria. Las cuestiones que problematizan la investigación son: ¿En qué contexto histórico los Movimientos Sociales asumieron el acceso a la educación universitaria com o un derecho social? ¿Qué protagonistas se involucraron en el debate sobre la política de educación universitaria en el PNE (2014 - 2024)? ¿Qué confrontaciones y antagonismos están presentes allí? ¿Cuál es el papel de los Movimientos Sociales en la Conferenc ia Nacional de Educación (CONAE) y en el Foro Nacional de Educación (FNE)? Para contestarlas, articulamos la política educacional propuesta por el PNE con las reivindicaciones históricas de los Movimientos Sociales por el acceso a la educación como un dere cho social, evidenciando el proceso de construcción de las directrices, las metas y las estrategias en los contextos políticos de articulación, proposición y reivindicación en los que se produjo la actuación de los protagonistas para la elaboración y la ap robación de esta política, tanto cuanto los antagonismos identificados. Como aporte teórico/metodológico adoptamos como objeto de estudio empírico los procesos de construcción y aprobación del mencionado PNE dentro de los espacios de participación colectiv a, en la construcción de acuerdos y proposiciones como la Conferencia Nacional de Educación realizada en 2010 en Brasilia/DF, las conferencias municipales, intermunicipales y de los Estados, el Foro Nacional de Educación (FNE) y la Comisión Especial de la Cámara Federal que lo antecedieron. Para el análisis de los documentos y de los testimonios de los protagonistas de los Movimientos Sociales seleccionados como sujetos de la investigación, los guías teóricos y los fundamentos conceptuales fueron la sociolo gía de las ausencias, la sociologías de las emergencias y el procedimiento de traducción propuesto por Boaventura Santos ( 2005; 2006; 2007; 2010), en diálogo con otros guías teóricos, como las nociones de confrontación política y oportunidad política organ izadas por Sidney Tarrow (2009). Partiendo de esa base conceptual, privilegiamos la relación de los Movimientos Sociales con la agenda de la educación brasileña cuando direccionados al PNE, analizada en base a las contribuciones de Germano (2013; 2011; 200 8; 2007; 1982), Dourado (2011; 2010; 2006); Saviani (2014; 2010; 2009; 2007; 2004,), Gohn (2012; 2010; 1997; 1995), Dagnino (1994) y Scherer - Warren (1993), entre los autores que contribuyen con el carácter transdisciplinario de esta investigación. Las cont ribuciones de estos autores propician el entendimiento de la diversidad epistemológica encontrada en las experiencias llevadas adelante en los Movimientos Sociales mediante sus actuaciones en los diversos espacios sociales e institucionales, observando las conquistas obtenidas en la política educacional contenida en el PNE 2014 - 2024, así como la comprensión de la lucha por el reconocimiento social y sus conexiones con los temas emergentes presentes en el debate de la educación nacional. De este modo, el est udio indica elementos que posibilitaron la confirmación de la tesis de que la Política de Educación Universitaria aprobada en el PNE 2014 - 2024 (Ley nº 13.005/2014) representa las resonancias de las movilizaciones y reivindicaciones de los Movimientos Socia les por el acceso a la educación como un derecho social inalienable.

Avaliando as escolas pelas suas competências: aplicação do DEA não discricionário para o ensino fundamental do Rio Grande do Norte

Formal education, understood by the gradual process that occurs at school, aims at learning and systematic knowledge is of great interest to society as it benefits its individuals and leads to many positive effects, such as increased productivity and welfare (Johnes, Johnes, 2007). Understanding what influences the educational outcome is as important as the result itself, because lets you manage these variables in order to obtain a better student performance. This work uses the data envelopment analysis (DEA) to compare the efficiency of Rio Grande do Norte schools. In this nonparametric method, an efficiency frontier was construct from the best schools that use the inputs set to generate educational products. Therefore, the data used were obtain by Test Brazil and year 2011 School Census to state and municipal schools of Rio Grande do Norte. Some of the variables considered as inputs and outputs have been obtain directly these bases - the other two were prepared, using the Item Response Theory (IRT) - they are the socioeconomic and school infrastructure indices. As a first step, we compared several DEA models, with changes of input variables. Then was chose the non-discretionary model for which was deep the analysis of results. The results showed that only seven schools were efficient in the 5th and 9th grades simultaneously; there were no significant differences between the efficiency of municipal and state schools; and there were no differences between large and small schools. Analyzing the municipalities, Mossoró excelled in both years with the highest proportion of efficient schools. Finally, the study suggests that using the projections provided by the DEA method, the most inefficient schools would be able to achieve the goal IDEB in 2011, in other words, it is possible to improve the education of significant state taking the efficient schools as a basis for too much.

As relações da tríplice hélice nas fundações de apoio brasileiras: uma avaliação da dinâmica de captação de recursos para projetos de inovação

Foundations support constitute one of the types of legal entities of private law forged with the purpose of supporting research projects, education and extension and institutional, scientific and technological development of Brazil. Observed as links of the relationship between company, university, and government, foundations supporting emerge in the Brazilian scene from the principle to establish an economic platform of development based on three pillars: science, technology and innovation – ST&I. In applied terms, these ones operate as tools of debureaucratisation making the management between public entities more agile, especially in the academic management in accordance with the approach of Triple Helix. From the exposed, the present study has as purpose understanding how the relation of Triple Helix intervenes in the fund-raising process of Brazilian foundations support. To understand the relations submitted, it was used the interaction models University-Company-Government recommended by Sábato and Botana (1968), the approach of the Triple Helix proposed by Etzkowitz and Leydesdorff (2000), as well as the perspective of the national innovation systems discussed by Freeman (1987, 1995), Nelson (1990, 1993) and Lundvall (1992). The research object of this study consists of 26 state foundations that support research associated with the National Council of the State Foundations of Supporting Research - CONFAP, as well as the 102 foundations in support of IES associated with the National Council of Foundations of Support for Institutions of Higher Education and Scientific and Technological Research – CONFIES, totaling 128 entities. As a research strategy, this study is considered as an applied research with a quantitative approach. Primary research data were collected using the e-mail Survey procedure. Seventy-five observations were collected, which corresponds to 58.59% of the research universe. It is considering the use of the bootstrap method in order to validate the use of the sample in the analysis of results. For data analysis, it was used descriptive statistics and multivariate data analysis techniques: the cluster analysis; the canonical correlation and the binary logistic regression. From the obtained canonical roots, the results indicated that the dependency relationship between the variables of relations (with the actors of the Triple Helix) and the financial resources invested in innovation projects is low, assuming the null hypothesis of this study, that the relations of the Triple Helix do not have interfered positively or negatively in raising funds for investments in innovation projects. On the other hand, the results obtained with the cluster analysis indicate that entities which have greater quantitative and financial amounts of projects are mostly large foundations (over 100 employees), which support up to five IES, publish management reports and use in their capital structure, greater financing of the public department. Finally, it is pertinent to note that the power of the classification of the logistic model obtained in this study showed high predictive capacity (80.0%) providing to the academic community replication in environments of similar analysis.

Esforços governamentais locais para o desenvolvimento: desenhos, tendências e limites dos Fundos de Desenvolvimento Industrial nos estados do Rio Grande do Norte, Maranhão e Ceará (1985-2010)

This research aimed to analyze the main government efforts to promote economic development in the Northeast, from 1985 to 2010, under the view that growth is crucial for increasing industrialization process and allows for more significant growth patterns. The analysis was the context in which state governments react to the abandonment of developmental line the federal level, in the 1980s, incorporating features of the actions called endogenous regional development and providing local players with greater responsibility in the development process. Justifies the need to analyze the following scenario: state governments in northeastern Brazil using relevant part of its resources to finance the installation and expansion of companies through tax incentives, with a view to generating income and employment, whilst waiting for an increase in output and a positive change in economic dynamism. In addition, it puts in question the fact that these policies receive such importance of state administrations for the purpose of achieving regional development. It was left to consider, therefore, the contents of the shares elected by state governments to examine the scope of these policies both in the pattern of growth, the transformation of the industrial sector and the development of the region attention to changes in state production structures. Due to limitations on the availability of data and time to carry out research, we were elected three states for the study: Rio Grande do Norte, Ceará and Maranhão. The study found that, despite the contribution of policies analyzed to economic growth, sub-national states are unable to compensate for the lack of development agencies structured at the federal level.

Capacidades estatais para implementação de políticas públicas em ambientes federativos: o caso do Programa Bolsa Família

This thesis aims to understand the extent to which state capacities of state governments explain the effectiveness of the implementation of Programa Bolsa Família (PBF) in the Northeast, adopting the implementation of the theory as the main theoretical lens and more specifically the concept of state capacity. Methodologically is a study of public policy evaluation, and categorized as a process of evaluation study or implementation. Given the specificity of the object is classified as a multi case study research covering the states of Sergipe, Rio Grande do Norte and Bahia. In addition to using secondary data, the study used semi-structured interviews with members of Intersectoral Committees responsible for the actions of PBF and the Cadastro Único at the state level, composed of representatives of the areas of the state government of Social Welfare, Education and Health. the main findings related to technical and administrative capacities and policies were found: infrastructure with weakness in human resources, technological and financial resources; intra-governmental coordination with boundaries between PBF and Unified Social Assistance System , and the actions of conditionality of health and Health Unic System Basic Attention; intergovernmental coordination carried out mostly by the distance limitations of displacement and incipient regional decentralization of actions; based monitoring in the municipalities of lower performance and from the parameters placed by the federal government and political capacities; representative political system is hardly accessed by instances of program management; minor social participation and low articulation with related issues advice to PBF; audit control by any outside agencies. The thesis concludes that depending on the capabilities found implementing weaknesses are not unique to the program's actions, but from the very institutional capacity of the systems in which it operates that are the Unified Social Assistance System, the Health Unic System and the Educational System. In other words limitations of their own state capacities of the state governments and the municipal governments of each territory, such as quantitative insufficiency and qualification of human resources, financial and institutional resources, lack instance promoting decentralization (Intergovernmental and intra-governmental) as well the weakness or absence of a network of local social services are also factors that explain the program management performance and state capabilities of arrangements formed by states and municipalities in the PBF, only to partially deal with the complexity of joints involving Implementation of the program with regard to inter and intra-governmental action.

Capacidades estatais para implementação de políticas públicas em ambientes federativos: o caso do Programa Bolsa Família

This thesis aims to understand the extent to which state capacities of state governments explain the effectiveness of the implementation of Programa Bolsa Família (PBF) in the Northeast, adopting the implementation of the theory as the main theoretical lens and more specifically the concept of state capacity. Methodologically is a study of public policy evaluation, and categorized as a process of evaluation study or implementation. Given the specificity of the object is classified as a multi case study research covering the states of Sergipe, Rio Grande do Norte and Bahia. In addition to using secondary data, the study used semi-structured interviews with members of Intersectoral Committees responsible for the actions of PBF and the Cadastro Único at the state level, composed of representatives of the areas of the state government of Social Welfare, Education and Health. the main findings related to technical and administrative capacities and policies were found: infrastructure with weakness in human resources, technological and financial resources; intra-governmental coordination with boundaries between PBF and Unified Social Assistance System , and the actions of conditionality of health and Health Unic System Basic Attention; intergovernmental coordination carried out mostly by the distance limitations of displacement and incipient regional decentralization of actions; based monitoring in the municipalities of lower performance and from the parameters placed by the federal government and political capacities; representative political system is hardly accessed by instances of program management; minor social participation and low articulation with related issues advice to PBF; audit control by any outside agencies. The thesis concludes that depending on the capabilities found implementing weaknesses are not unique to the program's actions, but from the very institutional capacity of the systems in which it operates that are the Unified Social Assistance System, the Health Unic System and the Educational System. In other words limitations of their own state capacities of the state governments and the municipal governments of each territory, such as quantitative insufficiency and qualification of human resources, financial and institutional resources, lack instance promoting decentralization (Intergovernmental and intra-governmental) as well the weakness or absence of a network of local social services are also factors that explain the program management performance and state capabilities of arrangements formed by states and municipalities in the PBF, only to partially deal with the complexity of joints involving Implementation of the program with regard to inter and intra-governmental action.