Este artigo tem como objetivo investigar e problematizar os processos de governança educacional, com vistas a identificar os aspectos da governança que contribuem ou limitam a garantia ao direito à educação no Brasil. Utilizou-se uma abordagem qualitativa de pesquisa, a investigação se baseou em análise documental e adotou-se a metodologia Governance Analytical Framework (GAF). Dentre os resultados, destacam-se: as funções típicas da governança são direcionar e controlar a gestão educacional; o principal instrumento legal de governança em vigor é o Plano Nacional de Educação; os problemas delimitados predominantes no corpus analisado, referem-se ao financiamento e a qualidade da educação.
PurposeThis article results from a survey on national and international research articles published from 1947 to 2018 that aimed to produce a theoretical framework and description of education governance.Design/methodology/approachThe study was based on bibliographic research techniques. Its bibliometric analysis (Pritchett, 2001) focused on three structural indicators: 1) keywords, 2) most relevant journals and 3) most productive researchers. A survey was made targeting national and international research articles on education governance published from 1947 to 2018 as available on Scopus.FindingsThe survey pointed out the fundamentals of the education governance dimensions as posited in Hufty’s (2011) Governance Analytical Framework, namely: problems, social norms, actors, nodal points and processes.Originality/valueThe study provides the theoretical framework for establishing operational definitions of aforementioned dimensions that can be used in an education governance assessment instrument.
Objective: Bearing in mind the Sustainable Development Goals guidelines, the objective was to assess the governance process in Brazilian basic education by applying Oliveira, Nunes & Guerra’s instrument (2020). Method: This study was based on 1) a factorial analysis of the dimensionality of an instrument by Oliveira et al. (2020), and 2) an empirical analysis of its application to a sample of 511 basic education leaders, managers, and board members in Brazil. Originality/Relevance: This study reports on an empirical assessment of governance in Brazilian basic education. The findings both represent the reality of state and municipal managers included in the sample and contribute to validating an instrument that taps into the governance process in Brazilian basic education. Results: The instrument was validated with 4 constructs, namely: institutionalization, participatory engagement, institutional design, and quality of participatory processes. Such constructs are consistent with the Governance Analytical Framework (GAF) and indicate factors that promote quality education in Brazil. Theoretical/Methodological contributions: The survey answers showed that formal social norms explain the dynamics of the governance process in Brazil.
Com foco na governança aplicada à educação básica, mais especificamente ao processo de governança educacional, o presente estudo descreve a criação de um instrumento de avaliação da educação brasileira. Baseado no modelo Governance Analytical Framework [GAF] de Hufty (2011), e na metodologia de Pasquali (2009) para construção e validação de instrumento de avaliação, a presente pesquisa envolveu: (i) a delimitação do objeto e atributos medidos pelo instrumento; (ii) a definição constitutiva e a definição operacional do construto “governança educacional”; (iii) elaboração dos itens; e (iv) análise teórica dos itens. Consideraram-se a revisão da literatura e a análise da legislação pertinente, para elaborar a definição constitutiva do construto a ser medido no instrumento. Posteriormente, realizou-se (i) a análise teórica dos itens, por meio de entrevistas a grupos focais, e (ii) a aplicação do instrumento-piloto, sendo consolidada a versão final em 25 itens de avaliação. Considerando a exiguidade de pesquisas empíricas sobre governança nos sistemas de educação básica, principalmente no Brasil, o presente estudo traz válidas contribuições teóricas e práticas para esse campo de investigação. Especialmente, o instrumento proposto pode ser utilizado, após validação empírica por análise fatorial, para construção de indicadores globais dos Objetivos de Desenvolvimento Sustentável [ODS], em especial do ODS nº 4.
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