A ação pública dos organismos internacionais e nacionais para as mudanças do SINAES em 2017: revelando coalizões

Abstract

This thesis main objective is to comprehend how the public action of the national actors involved with higher education, influenced by international organisms and articulated in political coalitions from their beliefs and representations and by using the technical knowledge as a political resource, have contributed to a significative Brazilian Higher Education National Evaluation System (SINAES) institutional reform in 2017. It was utilized an analytical model conceived from the conjugation of elements of the Public Policies Pentagon (PPP) and of the Advocacy Coalition Framework (ACF) in the sociological approach of public policies analysis. The data analysis was performed from the official documentation produced by the main actors identified within the Brazilian graduate higher education’s evaluation public policy’s subsystem, in privilege of the cognitive framework and of the normative framework. The cognitive framework allows to identify the actors’ beliefs from their representations, revealing coalitions, and the normative framework allows to identify the interaction process between these actors in a way to conform the institutional rules to their interests, as a result of their public action. After the data exam, the analytical model revealed how the Brazilian graduate higher education’s evaluation policy is inserted in an neocorporativist environment in which the State instances work as a mediation arena of the divergent interests of multiple actors and allowed to comprehend how the coalitions that advocate, in one side, the education as a right and, in another side, the education as a merchandise, worked their public action in SINAES reformulation process. As this, this thesis concludes that directives about higher education’s evaluation from international organisms are internalized with the SINAES reform, in 2017, and that the changes were a result of the public action of essentially private actors, defenders of the ideia of education as a merchandise, that were able to articulate themselves, utilize the technical knowledge as a power resource and influence the decision agenda of Brazilian’s Education Ministry as so to make their interests prevail, especially in the changes which facilitate the accreditation and re-accreditation of private HEIs, disentangle possible transfers of maintenance and exempt investments with the faculty and the bibliographic collection.