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DOSSIER - Implementation of public policies to combat educational inequalities • Educ. rev. 37 • 2021 • https://doi.org/10.1590/0104-4060.78979   copy

Implementation study contributions to education policy analysis: a brief discussion of the context of BNCC implementation1 1 This study was conducted with the support of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) [Coordination for the Improvement of Higher Education Personnel/Ministry of Education] - Funding Code 001. Translated by David Harrad. E-mail: davidharrad@hotmail.com

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

By turning to contributions from the fields of Political Science and Public Administration, the present article aims to conduct a brief review on implementation studies, originally divided into two contrasting schools. It also discusses Matland’s (1995) synthesizing model developed in the 1990s to reconcile such approaches, by articulating two important attributes by which policies are differentiated. Finally, it investigates how levels of conflict/ambiguity have varied in recent education policies, especially those focused on curriculum standards, such as the Parâmetros Curriculares Nacionais - PCNs [National Curricular Parameters] and Base Nacional Comum Curricular - BNCC [Common National Curricular Base].

Keywords:
Policy implementation; BNCC; PCNs; Curriculum.

Setor de Educação da Universidade Federal do Paraná Educar em Revista, Setor de Educação - Campus Rebouças - UFPR, Rua Rockefeller, nº 57, 2.º andar - Sala 202 , Rebouças - Curitiba - Paraná - Brasil, CEP 80230-130 - Curitiba - PR - Brazil
E-mail: educar@ufpr.br
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