Escolas de governo no estado do Rio Grande do Norte: um estudo acerca das relações interorganizacionais (RIOS) na perspectiva de redes

Abstract

This thesis had as general objective to analyze the interorganizational relations of the Schools of Government of Rio Grande do Norte that are part of the National Network from Social Network Analysis (ARS). It was assumed that the interorganizational relations developed between the Government Schools (EGRN, CEAF and EMGESP), through participation in the National Network, contribute to the development of their actions, but in a different way depending on the relations established by Each school and its specific features. This analysis used the Social Networks Theory as a conceptual basis and the Social Networks Analysis (ARS) as an analytical tool. This conceptual and methodological basis made it possible to analyze the interorganizational relations of the aforementioned Network, from the mapping of relationships established between the Government Schools of Potiguares and between these and other organizational actors that are related to the development of their activities. With regard to methodological aspects, the interpretative paradigm was used, from the qualitative approach in the case study of the Rio Grande do Norte Government School Network. As results, it was identified that interorganizational relationships form a network with low degree of connectivity and asymmetric relations. This can be considered cohesive because most of its actors are connected by strong ties. And the EGRN, despite having diminished its actions for lack of resources, is the central actor (intermediary), connecting previously disconnected actors and consequently has the greater control. Another feature of the School Network is the low degree of relationship between the actors, which classifies it as diffuse (sparse), with little information generation. The current configuration of the Network allows generating contributions to the actions, but also, limitations. Considering that the less connected schools are also configured as the schools with the lowest number of developed actions, such as EGESP. And on the other hand, the school with the greatest connectivity in the network, the EGRN, also has a greater number of actions developed. Thus, the results lead to the conclusion that the development of the actions of the Government Schools receives influences from the level of relationships established by them. Although all the schools analyzed are part of the National Network, it was observed that these are related in a different way.