Capacidades estatais em açãoa política de ensino médio integral e a busca pela equidade educacional nas redes estaduais

Resumo

Although equity-oriented educational policy has gained prominence on the Brazilian public agenda, the literature shows that educational inequalities persist and take new forms, keeping historically marginalized groups at the periphery of educational progress (OLIVEIRA et al., 2013; ERNICA, RODRIGUES & SOARES, 2024). This dissertation investigates how institutional arrangements and state capacities are mobilized by state education systems to implement the Full-Day High School policy, examining how these institutional configurations shape its effects on equity (PIRES & GOMIDE, 2024; GRIN, ABRUCIO & DEMARCO, 2021; ABRUCIO, CORRÊA & VIEGAS, 2025). The study is situated within the broader debate on public policies oriented toward educational justice, understanding equity as an expression of the State’s ability to produce public goods in a fair, effective, and territorially coherent manner (DUBET, 2000, 2004; CRAHAY, 2013, 2014; BENADUSI, 2001; FRASER, 2008). From this perspective, the dissertation assumes that reducing inequalities requires not only appropriate policy design but also the articulated activation of technical–pedagogical, administrative, political, and relational capacities within the everyday practices of teams and leaders operating across multiple levels of the education system. Methodologically, the research employs process tracing (BEACH & PEDERSEN, 2013; BENNETT & CHECKEL, 2015) combined with a mixed-methods strategy structured as a comparative case study of Pernambuco and Goiás (YIN, 2015). The initial statistical treatment of educational indicators—particularly measures of internal variance—guided the selection of the cases to be examined qualitatively. The empirical investigation integrated document analysis, semi-structured interviews, and questionnaires, forming a qualitative triangulation that enabled the reconstruction of processes, the identification of practices, and the examination of how state capacities were activated in policy implementation. This approach combines analytical rigor with interpretive depth, emphasizing the situated nature of managerial practices and territorial mediations. The findings show that advances in equity are associated with the coordinated action of state capacities distributed across central, regional, and school levels. The analyses reveal that policy implementation arrangements may follow distinct trajectories — either as inherited and stabilized structures or as constructions induced by the policy itself. The results indicate that these arrangements emerge from normative decisions, organizational choices, and coordination strategies mobilized by state actors, while simultaneously operating causally by creating and activating state capacities through implementation mechanisms that are produced, adjusted, and stabilized over time. The case studies reinforce the relevance of the meso-level, represented by regional education offices, and demonstrate that educational equity emerges from the co-production among decision-making centers, strong territorial mediation, and situated pedagogical practices — an essentially relational, dynamic, and territorially embedded process.

Ficha do documento

Tipo

Tese

Ano

2026

Instituição

Fundação Getulio Vargas

Fonte

Repositório da FGV

Idioma

Português

Acesso

Acesso aberto

Identificador

oai:repositorio.fgv.br:10438/38460

Temas

Políticas PúblicasDesenvolvimento RegionalAdministração PúblicaDadosEducação

Palavras-chave

Capacidades estataisEducação integralPolíticas educacionaisEquidade educacionalProcess tracingState capacitiesFull-day High SchoolEducational policyEducational equityAdministração públicaEducação e EstadoDireito à educaçãoEducação - Finalidades e objetivosAdministração pública - Brasil