The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity
This text explains the characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity. The conception of public policy was based on Arretche (1998) and Palumbo (1989). To characterize the policy, interviews were carried out with implementing agents in 2014,...
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Arizona State University
2020-10-01
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doaj-f609d41e5cb3471d93e6035a2aaa75a32021-02-23T00:48:21ZengArizona State UniversityEducation Policy Analysis Archives1068-23412020-10-0128010.14507/epaa.28.46562168The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equityVanda Mendes Ribeiro0Joana Buarque de Gusmão1Wagner Silveira Rezende2Sofia Lerche Vieira3Universidade Cidade de São Paulo (Unicid)Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (Cenpec)Centro de Políticas Públicas e Avaliação da Educação/UFJF e Faculdade de Direito da UFJFFaculdade de Educação da Universidade Estadual do Ceará (UECE)This text explains the characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity. The conception of public policy was based on Arretche (1998) and Palumbo (1989). To characterize the policy, interviews were carried out with implementing agents in 2014, data treated by content analysis. State capacity was defined based on Souza (2017), Souza and Fontanelli (2020) and Gomide and Boschi (2016). In order to verify equity, in the light of Fraser (2007) and Dubet (2008) we analyzed: policy strategies and the evolution of enrollment of indigenous and rural populations; and Saeb student proficiency data from 1999, 2005, and 2011 by gender, race, and social class, based on Crahay (2000). The characteristics of the policy include: i) Organization and planning; ii) guarantee of basic operating conditions; iii) coordination of pedagogical practices; iv) meeting the needs of population diversity and strengthening local identities; v) negotiation processes. These characteristics indicate the expansion of state capacity in Acre in the period. Strategies supported by principles of recognition justice favoring excluded populations. Analysis of student proficiency differences between social groups indicates broadening gender equity.https://epaa.asu.edu/ojs/article/view/4656política educacionalequidadeoportunidades educacionaisdiversidade étnicacapacidade estatal |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Vanda Mendes Ribeiro Joana Buarque de Gusmão Wagner Silveira Rezende Sofia Lerche Vieira |
spellingShingle |
Vanda Mendes Ribeiro Joana Buarque de Gusmão Wagner Silveira Rezende Sofia Lerche Vieira The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity Education Policy Analysis Archives política educacional equidade oportunidades educacionais diversidade étnica capacidade estatal |
author_facet |
Vanda Mendes Ribeiro Joana Buarque de Gusmão Wagner Silveira Rezende Sofia Lerche Vieira |
author_sort |
Vanda Mendes Ribeiro |
title |
The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity |
title_short |
The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity |
title_full |
The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity |
title_fullStr |
The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity |
title_full_unstemmed |
The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity |
title_sort |
characteristics of acre's educational policy (1999-2010) and its impact on state capacity and equity |
publisher |
Arizona State University |
series |
Education Policy Analysis Archives |
issn |
1068-2341 |
publishDate |
2020-10-01 |
description |
This text explains the characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity. The conception of public policy was based on Arretche (1998) and Palumbo (1989). To characterize the policy, interviews were carried out with implementing agents in 2014, data treated by content analysis. State capacity was defined based on Souza (2017), Souza and Fontanelli (2020) and Gomide and Boschi (2016). In order to verify equity, in the light of Fraser (2007) and Dubet (2008) we analyzed: policy strategies and the evolution of enrollment of indigenous and rural populations; and Saeb student proficiency data from 1999, 2005, and 2011 by gender, race, and social class, based on Crahay (2000). The characteristics of the policy include: i) Organization and planning; ii) guarantee of basic operating conditions; iii) coordination of pedagogical practices; iv) meeting the needs of population diversity and strengthening local identities; v) negotiation processes. These characteristics indicate the expansion of state capacity in Acre in the period. Strategies supported by principles of recognition justice favoring excluded populations. Analysis of student proficiency differences between social groups indicates broadening gender equity. |
topic |
política educacional equidade oportunidades educacionais diversidade étnica capacidade estatal |
url |
https://epaa.asu.edu/ojs/article/view/4656 |
work_keys_str_mv |
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