Possibilidades de produção de uma teoria das políticas públicas de educação a partir do Programa Mais Educação

• Ano de defesa: 2018
• Autor(a) principal: Santos, Thiago Luiz Alves dos
• Orientador(a): Oliveira, Eloiza da Silva Gomes de
• Banca de defesa: Lázaro, André Luiz de Figueiredo , Quintana, Eduardo , Souza, Rolf de , Gentili, Pablo Antonio Amadeo , Carvalho, Alexandre Magnus Gomes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Formação Humana
• Departamento: Centro de Educação e Humanidades
• País: BR
• Palavras-chave em Português: Políticas Públicas de Educação; Educação; Políticas Públicas; Programa Mais Educação
• Palavras-chave em Inglês: Public policy; Education policy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://www.bdtd.uerj.br/handle/1/14847

This thesis takes as its starting point the hypothesis that the intersection of a study about an educational policy with the theoretical reference regarding the ontology and dialectics produced by Marx coadunated with the most central theories and concepts of the field of public policies so to be fruitful in the sense of pointing out possibilities for the creation of a theory of public education policies. Thus, it is aimed at the carrying out of a dialectically analytic and descriptive study on the Programa Mais Educação, which is treated and regarded from the public policy category with in order to produce evidences, problematizations and issues with which can be derived a theory of public policies of education. The whole thesis is made up as the effort of reconstructing the study s target in the sphere of the theory and thoughts through description process and analysis as members of a dialectic completeness which brings as consequence a strict and straightforward rendering of the phenomenon, of your properties and attributes together with the emanation of a value judgement, discussion and debate of the study s target. The thesis as a whole has the following structure and chapters: (i) the first chapter, starting from a dense bibliographical research and reflection, creates a theroretical framework of sustenance of the study s target as materialist categorical construction, historic and factual, making a huge effort to put away abstract and metaphysical perspectives; (ii) the second chapter, through what is named critical state of art a medley of bibliographical researches of state-of- art-like or knowledge on te dialectic and ontological perspective of Marx, presents contents and remarks on the literature regarding to the study s target; (iii) the third chapter introduces the study s target as a government action, in the core of the State, through the prism of its technical and programmatic official documents; (iv) the fourth chapter proposes to reconstruct, represent and set forth considerations on the study s target through the prism of its idealizing and formulation actors. Lastly, the study is brought to a closure with a set of provocative and problematizing indications about the possibility to produce a theory of public education policies