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Processos de ação pública na construção de instrumentos de planeamento municipal em educação: o caso do PEEM de Alvito
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Este trabalho de investigação pretende analisar o processo de elaboração de um Plano Estratégico Educativo Municipal (PEEM), conceptualizando-o a partir do quadro teórico da regulação da ação pública. Surgindo no âmbito de políticas de descentralização de competências para os municípios, em particular aquelas relativas a funções de planeamento e gestão da educação, a construção deste documento pressupõe a participação e articulação de diversos atores locais. Partimos de um olhar teórico que analisa a construção do PEEM como um processo de instrumentação da ação pública para o qual foram mobilizados um conjunto de atores locais, por meio de procedimentos e dispositivos que organizaram as interações e os comportamentos, estruturando a ação coletiva. Olhámos para o PEEM como um processo de produção e coordenação da política educativa local territorializada, a partir do qual emergiram formas de regulação voluntária de tipo sociocomunitário. A investigação concretizou-se através de um estudo de caso num município de pequena dimensão, Alvito, que por sua iniciativa decidiu elaborar este instrumento de planeamento estratégico educativo. Com o intuito de responder aos objetivos a que nos propusemos, o trabalho empírico implicou a recolha de diversos dados por meio de entrevistas, consulta a documentos oficiais e principalmente através de registos diretos dos workshops e fóruns que ocorreram ao longo do processo de construção do instrumento. A análise dos resultados faz-se em torno da questão inicial do estudo relacionada com a possibilidade da construção de instrumentos de planeamento educativo municipal se poder constituir enquanto processo de regulação da ação pública, de tipo sociocomunitário, à escala local. A esta questão principal associam-se quatro objetivos aos quais procurámos dar resposta: i) descrever o processo de construção do instrumento PEEM, dando particular destaque à dimensão da participação pública e às relações entre atores locais; ii) analisar o processo de tomada de decisão na construção do PEEM, nomeadamente quanto aos protagonistas envolvidos; iii) analisar as dinâmicas de participação e de interação, identificando os temas-problemas ou focos de conflito, bem como as áreas de maior consenso entre os atores locais e, iv) compreender o alcance do instrumento, no que respeita às suas potencialidades para resolver problemas locais ou para encontrar soluções criativas, bem como quanto aos seus limites, nomeadamente face a orientações e imposições estatais. Terminamos com a análise às formas de apropriação do instrumento. Os resultados apontam para que o PEEM se tenha constituído como um processo que se iniciou com uma forma de regulação voluntária sociocomunitária com a mobilização de parceiros, mas que manteve como protagonistas o município e a universidade, formando uma sólida aliança entre conhecimento e política. Contudo, a dinâmica iniciada não se manteve uma vez que não ocorreu um processo de capacitação para a animação e gestão da rede de atores locais, ficando dependente dos protagonismos iniciais. O PEEM construído ficou no plano das intenções e não passou para a fase de implementação.
This research aims to analyse the process of elaboration of a Municipal Educational Strategic Plan (MESP), conceptualizing it from the theoretical framework of the regulation of public action. The elaboration of this document emerges within the scope of decentralization policies, in particular those related to education planning and management, and implies the participation and articulation of several local actors. We started with a theoretical perspective that analyses the elaboration of MESP as a process of instrumentation of public action for which a set of local actors were mobilized, through procedures and devices that organized their interactions and behaviours, thus structuring collective action. We looked at the MESP as a process of production and coordination of the local territorialized educational policy, from which forms of voluntary regulation of a socio-communitary type emerged. The research was carried out through a case study in a small municipality, Alvito. From its initiative, it decided to develop this instrument of strategic educational planning. In order to respond to the objectives, we set ourselves, empirical work involved the collection of data through interviews, consultation of official documents and mainly through direct records of workshops and forums that occurred throughout the elaboration process of the instrument. The analysis of the results is based on the initial question of the study: can the elaboration of municipal educational planning instruments be constituted as a process of regulation of public action, of a socio-communitary type, at the local level? This main question is associated with four objectives: i) to describe the elaboration process of the MESP instrument, giving particular emphasis to the dimension of public participation and the relations between local actors; ii) to analyse the decision-making process in the construction of the MESP, namely the protagonists involved; iii) analyse the dynamics of participation and interaction, identifying the themes-problems or foci of conflict, as well as the areas of greater consensus among local actors and, finally, iv) understand the scope of the instrument, with regard to its potential to solve local problems or to find creative solutions, as well as its limits, in particular in the face of state guidelines and impositions. We end with the analysis of the forms of appropriation of the instrument. The results indicate that the MESP has constituted itself as a process that began with a form of voluntary socio-communitary regulation with the mobilization of partners, but which maintained as protagonists the municipality and the university, forming a solid alliance between knowledge and politics. However, the initial dynamics did not persist, since there was no training process for the animation and management of the network of local actors. The instrument MESP stayed in the plan of intentions and did not translate into the implementation phase, since actors became dependent on the initial protagonists.
This research aims to analyse the process of elaboration of a Municipal Educational Strategic Plan (MESP), conceptualizing it from the theoretical framework of the regulation of public action. The elaboration of this document emerges within the scope of decentralization policies, in particular those related to education planning and management, and implies the participation and articulation of several local actors. We started with a theoretical perspective that analyses the elaboration of MESP as a process of instrumentation of public action for which a set of local actors were mobilized, through procedures and devices that organized their interactions and behaviours, thus structuring collective action. We looked at the MESP as a process of production and coordination of the local territorialized educational policy, from which forms of voluntary regulation of a socio-communitary type emerged. The research was carried out through a case study in a small municipality, Alvito. From its initiative, it decided to develop this instrument of strategic educational planning. In order to respond to the objectives, we set ourselves, empirical work involved the collection of data through interviews, consultation of official documents and mainly through direct records of workshops and forums that occurred throughout the elaboration process of the instrument. The analysis of the results is based on the initial question of the study: can the elaboration of municipal educational planning instruments be constituted as a process of regulation of public action, of a socio-communitary type, at the local level? This main question is associated with four objectives: i) to describe the elaboration process of the MESP instrument, giving particular emphasis to the dimension of public participation and the relations between local actors; ii) to analyse the decision-making process in the construction of the MESP, namely the protagonists involved; iii) analyse the dynamics of participation and interaction, identifying the themes-problems or foci of conflict, as well as the areas of greater consensus among local actors and, finally, iv) understand the scope of the instrument, with regard to its potential to solve local problems or to find creative solutions, as well as its limits, in particular in the face of state guidelines and impositions. We end with the analysis of the forms of appropriation of the instrument. The results indicate that the MESP has constituted itself as a process that began with a form of voluntary socio-communitary regulation with the mobilization of partners, but which maintained as protagonists the municipality and the university, forming a solid alliance between knowledge and politics. However, the initial dynamics did not persist, since there was no training process for the animation and management of the network of local actors. The instrument MESP stayed in the plan of intentions and did not translate into the implementation phase, since actors became dependent on the initial protagonists.
Descrição
Palavras-chave
Educação Planeamento municipal Alvito Regulação sociocomunitária Instrumentação da ação pública Plano estratégico educativo municipal Descentralização Socio-communitary regulation Instrumentation of public action Municipal educational strategic plan Decentralization