Curriculum policy networks: Getulio Vargas Foundation’s enactment

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DOI:

https://doi.org/10.5212/PraxEduc.v.16.18297.067

Abstract

In this article, we analyze changes in the mode of governance exercised by philanthropic and private institutions in education, with a focus on the policy networks of Stephen J. Ball. The notion of networks is associated with Ernesto Laclau’s notion of social as discursive practice, making us conceive these networks as spaces of dispute in education policies and as representation of the social, but never on the whole, but productive to interpret the influence of institutions in political decisions. As example of this analysis, we focused on the protagonism of the Getulio Vargas Foundation (FGV), after the approval of the National Curriculum Common Core (Base Nacional Comum Curricular – BNCC), seeking to highlight its enactment, including international, in the “implementation” actions of the BNCC and in the constitution of “new” processes of private management of public education.

Keywords: Curriculum policy. Policy networks. Getulio Vargas Foundation. National Curriculum Common Core. Discourse.

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Author Biographies

  • Hellen Gregol Araujo, Rio de Janeiro State University

    Doutoranda em Educação – ProPed - Universidade do Estado do Rio de Janeiro (Uerj). Bolsista pela Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro (Faperj). 

  • Alice Casimiro Lopes, Rio de Janeiro State University

    Professora Titular da Faculdade de Educação da Universidade do Estado do Rio de Janeiro (Uerj). Doutora em Educação pela Universidade Federal do Rio de Janeiro. Bolsista PQ 1A do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Cientista do Nosso Estado Faperj e Procientista Faperj/Uerj. Este trabalho conta também com o apoio do Programa da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Capes PrInt.

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Published

2021-07-19

Issue

Vol. 16 (2021): Publicação contínua

Section

Artigos

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How to Cite

Curriculum policy networks: Getulio Vargas Foundation’s enactment. Práxis Educativa, [S. l.], v. 16, p. 1–18, 2021. DOI: 10.5212/PraxEduc.v.16.18297.067. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/18297. Acesso em: 21 may. 2026.