Educação, Pobreza e Programas de Transferência de Renda: A Implementação do Programa Oportunidades no México.
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| Title: | Educação, Pobreza e Programas de Transferência de Renda: A Implementação do Programa Oportunidades no México. |
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| Alternate Title: | Education, poverty and income transfer programs: The implementation of the Oportunidades Program in Mexico. Educación, pobreza y programas de transferencia de ingresos: La implementación del Programa Oportunidades en México. |
| Authors: | de Oliveira, Breynner Ricardo1, de Lacerda Peixoto, Maria do Carmo2 |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 6/10/2019, Vol. 27 Issue 70-72, p1-29. 29p. |
| Abstract (English): | This article analyzes the implementation of the Oportunidades Program in Mexico based on the perspective of the local agents linked to the educational conditionality. By adopting the bottom up approach to analyzing implementation, Lipsky's (1980) formulation is the main reference for the study. Education professionals, community promoters and the representatives of the holders are those that correspond to the characterization of the author in this case. Forty-seven interviews were conducted: 9 with the strategic and managerial body at the national and state levels; 38 with local agents (2 with health professionals, 14 with school actors, 10 with agents linked to family support, and 12 with vocales.) The guidelines for the interviews were adapted according to their position in the hierarchy of the program and covered the following dimensions: institutional conditions and operation, perceptions about the program and its targets, impressions on the educational conditionality and the demands placed on local actors. Data show that budget constraints, oscillations in the hierarchy of social priorities and political control and dependence reveal aspects that are directly linked to the formation of the Mexican State and society. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo analiza la implementación del Programa Oportunidades en México a partir de la perpectiva de los agentes de base vinculados a la condicionalidad educativa. Al adoptar el enfoque bottom up para analizar la implementación, la formulación de Lipsky (1980) es el referente que estructura el estudio. Los profesionales de la educación, los promotores comunitarios y las representantes de los titulares son los que corresponden a la caracterización del autor en ese caso. Se realizaron 47 entrevistas: nueve con el cuerpo estratégico y gerencial a nivel nacional y estatal; Con los agentes locales (dos con profesionales de la salud, 14 con actores de la escuela, 10 con agentes vinculados al acompañamiento de las familias y 12 con vocales. Los itinerarios para las entrevistas fueron adaptados según su posición en la jerarquía del programa, contemplando las categorías: diseño en el marco de la reforma agraria, en el marco de la reforma agraria y de la reforma agraria, de las limitaciones presupuestarias, de las oscilaciones en la jerarquización de las prioridades sociales y de la tutela y dependencia, evidenciando aspectos que están directamente ligados al proceso de formación del Estado y de la sociedad mexicanos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo analisa a implementação do Programa Oportunidades no México a partir da perpectiva dos agentes de base vinculados a condicionalidade educacional. Ao adotar a abordagem bottom up para analisar a implementação, a formulação de Lipsky (1980) é o referencial que estrutura o estudo. Os profissionais da educação, os promotores comunitários e as representantes das titulares são os que correspondem à caracterização do autor nesse caso. Foram realizadas 47 entrevistas: nove com o corpo estratégico e gerencial nos níveis nacional e estadual; 38 com agentes locais (duas com profissionais da saúde; 14 com atores da escola, 10 com agentes vinculados ao acompanhamento das famílias e 12 com vocales. Os roteiros para as entrevistas foram adaptados conforme sua posição na hierarquia do programa, contemplando as categorias: desenho institucional e sua operação; percepções sobre o programa e o público-alvo; impressões sobre a condicionalidade educacional e as exigências impostas aos agentes locais. Os dados revelam que a condicionalidade educacional mobilizou os agentes locais, apesar das dificuldades de cooperação institucional, das disputas políticas, das limitações orçamentárias, das oscilações na hierarquização das prioridades sociais e da tutela e dependência, evidenciando aspectos que estão diretamente ligados ao processo de formação do Estado e da sociedade mexicanos. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article analyzes the implementation of the Oportunidades Program in Mexico based on the perspective of the local agents linked to the educational conditionality. By adopting the bottom up approach to analyzing implementation, Lipsky's (1980) formulation is the main reference for the study. Education professionals, community promoters and the representatives of the holders are those that correspond to the characterization of the author in this case. Forty-seven interviews were conducted: 9 with the strategic and managerial body at the national and state levels; 38 with local agents (2 with health professionals, 14 with school actors, 10 with agents linked to family support, and 12 with vocales.) The guidelines for the interviews were adapted according to their position in the hierarchy of the program and covered the following dimensions: institutional conditions and operation, perceptions about the program and its targets, impressions on the educational conditionality and the demands placed on local actors. Data show that budget constraints, oscillations in the hierarchy of social priorities and political control and dependence reveal aspects that are directly linked to the formation of the Mexican State and society. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.27.3385 |
