The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity
Keywords:Educational Policy, Equity, Educational Opportunities, Ethnic Diversity, State Capacity
AbstractThis text explains the characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity. The conception of public policy was based on Arretche (1998) and Palumbo (1989). To characterize the policy, interviews were carried out with implementing agents in 2014, data treated by content analysis. State capacity was defined based on Souza (2017), Souza and Fontanelli (2020) and Gomide and Boschi (2016). In order to verify equity, in the light of Fraser (2007) and Dubet (2008) we analyzed: policy strategies and the evolution of enrollment of indigenous and rural populations; and Saeb student proficiency data from 1999, 2005, and 2011 by gender, race, and social class, based on Crahay (2000). The characteristics of the policy include: i) Organization and planning; ii) guarantee of basic operating conditions; iii) coordination of pedagogical practices; iv) meeting the needs of population diversity and strengthening local identities; v) negotiation processes. These characteristics indicate the expansion of state capacity in Acre in the period. Strategies supported by principles of recognition justice favoring excluded populations. Analysis of student proficiency differences between social groups indicates broadening gender equity.
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How to Cite
Ribeiro, V. M., de Gusmão, J. B., Rezende, W. S., & Vieira, S. L. (2020). The characteristics of Acre’s educational policy (1999-2010) and its impact on state capacity and equity. Education Policy Analysis Archives, 28, 145. https://doi.org/10.14507/epaa.28.4656