Beyond linear implementation: the theory of policy enactment
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26281.013Abstract
This theoretical essay analyzes the transition from linear implementation to Policy nactment Theory in public policy, with an emphasis on education. The challenge lies in overcoming the dichotomy between formulation and execution, recognizing policy as a dynamic field. The objective is to reveal how norms are interpreted, translated, and recreated by social actors in everyday practice. Methodologically, it is based on an in-depth review of the literature, linking Stephen J. Ball’s Policy Cycle with analytical models of implementation. The results show that policy is not an automatic process, but one of constant disputes and recontextualizations. It is concluded that the agency of professionals, especially teachers as creators of meaning, is fundamental to the effectiveness of policies, requiring a non-linear, contextualized, and creative understanding of educational and governmental processes.
Keywords: Public Policies. Theory of Performance. Implementation.
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