Pro-equity decision-making processes in brazilian basic education 2003 /2022
institutional changes; public policy; basic education; racial inequality; rent inequality; defense coalition; ACF.
The present thesis focuses on the explanations of decision-making processes and institutional changes in public policies, having as a case study the Brazilian national basic education, between 2003 and 2022, from the answer to the following question: how and why public policies racial and income equity underwent certain dynamics in the basic education subsystem between 2003 and 2022? We analyzed the course of two decisions for equity in basic education: the approval and implementation of Law no. Teaching Afro-Brazilian and African History and Culture and the National Day of Black Awareness; and the establishment of conditions for school attendance in the Bolsa Família Program, that is, the norms for the nominal monitoring of access and monthly school attendance of the poorest children and adolescents in the country. To this end, we will primarily use the Defense Coalition Model or, as it is known, the ACF (Advocacy Coalition Framework), anchored in the analysis of changes in public policies as 'fluctuations in the dominant belief system' (incorporated in public policy) and in the 'enlightening function of research - data and information'. We will be guided by six of the twelve ACF hypotheses, related to coalitions, learning, change and devil/angel shift. The methodology used will be qualitative, having as reference the identification of causal mechanisms, through process tracing, which allows pointing to a sequence of concatenated events. The research will use the NVivo software for coding and data analysis, coming from official documents, other documents, interviews and bibliography. In order to better define paths for the contexts of events over time, we will use start points and, for validity testing, will start from two start points, a priori: from 2003 to 2014 and from 2015 to 2022.