A política do nome próprio e as forças que constituem uma política pública em educação

Abstract

This study aims to identify the actors who mobilized the PAR considering what experiences they have and what forces constitute them. This process helps us understand how the Articulated Actions Plan was implemented, and identifies its own signatures and instincts. Established by Decree No. 6094, under the aspect of the PDE, the PMCTE is a strategic program that provides concrete steps to implement a set of goals, guided by 28 guidelines, by the Federal Government in collaboration with the states, cities and the involvement of families and communities, by the execution of programs and activities of technical and financial assistance, inaugurating a collaboration system that attempts to harmonize the actions of the federal entities without hurting their autonomy. A starting point for the establishing of such a cooperation system was the voluntary compliance of municipalities to the plan goals for the realization of a participatory diagnosis of the educational demands of their educational systems. In this context, we collected narratives and operated the concepts of the listening of experiences and proper noun policy. Here we want to find ways forward in the discovery of the signatories which introduced such policy, believing that people and their trends are those that give meaning to the institutions. We seek for practical experiences of names that must say those responsible for implementing of the Plan. According to the analysis, a relationship between trends and institutions could be found. It is argued here that institutions serve to meet the individual instincts, showing that must be doubted the saying "if we change people, institutional practices remain the same."