More Education Program as a policy of integral education: an analysis from policy cycle approach

Authors

  • Zoraia Aguiar Bittencourt UFFS
  • Marilia Costa Morosini PUCRS

DOI:

https://doi.org/10.5212/PraxEduc.v.10i2.0014

Abstract

This paper discusses the More Education Program, which makes part of the current Brazilian educational policy for Basic Education. The aim is to analyze the program based on policy cycle approach, as postulated by Ball and colleagues (1992), considering the influences of the internationalization of educational policies, the clashes of interest groups in the elaboration of policy documents, and initial evaluations of the program. This is accomplished with the analysis of publications in proceedings of the National Association of Postgraduate and Research in Education (ANPEd). The results show that the arena of disputes in which the educational policies are outlined is constituted by actors in asymmetric positions of power and influence. This allows us to questions the ways, often hasty, in which the government and its interlocutors put into action educational policies without the necessary dialog with the individuals who are immersed in the school spaces.

 

Keywords: Educational Policies. More Education Program. Policy Cycles.

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Author Biographies

  • Zoraia Aguiar Bittencourt, UFFS
    Professora Assistente da Universidade Federal da Fronteira Sul, Campus Erechim, Curso de Licenciatura em Pedagogia. Doutoranda do Programa de Pós-Graduação em Educação da PUCRS. Mestre em Educação, Especialista em Alfabetização e Licenciada em Letras.
  • Marilia Costa Morosini, PUCRS
    Possui licenciatura e bacharelado em Ciências Sociais (1970), mestrado em Sociologia Educacional (1975) e doutorado em Educação pela UFRGS (1990) e pós-doutorado no LILLAS/Universidade do Texas (2002/2003). Coordenadora do CEES - Centro de Estudos em Educação Superior - PUCRS; da RIES (Rede Sulbrasileira de Investigadores da Educação Superior) - Núcleo de Excelência em C, T&I, CNPq/ FAPERGS/PRONEX; Coord. do Observatório de Educação Indicadores de Qualidade do Ensino Superior (CAPES/INEP) e da rede UNIVERSITAS ligada ao GT Politica de Educação Superior/ANPED (1996 2012) e Coord. do programa conjunto de pesquisa CAPES/UTEXAS (2006 2012) Qualidade na Educação Superior. Coord. e membro do Comitê Assessor da Cooperação Internacional FAPERGS (2008-...). Membro da EAIR (European Association of Institutional Research). Membro do RISEU (Rede de Investigadores da Educação Superior México). Membro da AAIR (American Association of Institutional Research). Membro da LASA Latin American Studies Association. Membro representante da área de Ciências Humanas da CTAA/ INEP/ MEC (2006-2012); bolsista produtividade 1A do CNPq, integra o CA - Ad Hoc de Educação da CAPES. Participou de projetos nacionais INEP e internacionais IAU/UNESCO/CNPq/CAPES/UTexas; CPLP: INNOVACESAL (UE), Alfa-Guia (UE). É professora aposentada da UFRGS. Foi diretora da Faculdade de Educação da PUCRS e Coordenadora do PPGEDu (2011 - 2012). Orienta I.C., Mestrado, Doutorado (orientadora da Tese Mensão Honrosa Capes 2012), Pós-Doutorado. Sua produção atual está voltada a estados de conhecimento destacando-se a Enciclopédia de Pedagogia Universitária, o Glossário de Pedagogia Universitária (700 p.) e a Enciclopédia Internacional de Educação Superior para os Países de Língua Portuguesa. Tem experiência na área de Fundamentos da Educação, atuando em: educação superior, ensino superior, formação de professores, internacionalização da Educação Superior, diversidade e equidade na Educação Superior.

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Published

2015-08-08

Issue

Vol. 10 No. 2 (2015): Dossiê: A produção e a difusão do conhecimento no percurso do cinquentenário do Sistema Nacional da Pós-Graduação

Section

Artigos

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How to Cite

More Education Program as a policy of integral education: an analysis from policy cycle approach. Práxis Educativa, [S. l.], v. 10, n. 2, p. 559–583, 2015. DOI: 10.5212/PraxEduc.v.10i2.0014. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/6760. Acesso em: 4 jun. 2026.