O coordenador de curso e os professores como street-level bureaucrats na educação a distância - a análise sobre a discricionariedade com a implementação do Programa Nacional de Formação em Administração Pública - PNAP - da Universidade Estadual de Maringá - UEM

• Ano de defesa: 2017
• Autor(a) principal: Soares, Augusto Cesare de Campos
• Orientador(a): Marconi, Nelson
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Implementação; Discricionariedade; Educação à distância; PNAP
• Palavras-chave em Inglês: Street-level bureaucrats; Implementation; Discretionary; Distance education
• Link de acesso: http://hdl.handle.net/10438/18460

The modality of Distance Education has had an expressive growth in Brazil, as a possibility of expansion and democratization of higher education. This work has its specificity in the National Public Administration Program - PNAP, linked to the CAPES / UAB system and offered by the State University of Maringá - UEM and has its theoretical foundations on the analysis of the implementation and the discretion of the street-level bureaucrats. The work starts from a brief description of distance education in Brazil, focused on PNAP and analyzes the mechanisms used by the coordination of the course in the implementation of the same, together with the teachers who act in the course and the discretionary power demanded by them. It is a qualitative and descriptive research, whose data collection was done by semi-structured interviews with the actors involved in this process and the treatment of the information collected, within a descriptive-interpretive perspective and that were discussed based on the theoretical reference reviewed. Also, a semi-structured interview was used, with the coordination of the Biological Sciences course, in the same modality, with the purpose of comparing, specifically, the performance of a course coordination, which does not fit in the mold of a formatted as the PNAP, formulated, developed and applied by the federal government. Thus, the hybrid existence of the top-down and bottom-up models in relation to the education policy and the environment in which it is implemented is concluded. The performance of street-level bureaucrats based on skills, convictions and experiences, with professional ethics, can minimize the characteristics of the PNAP's plastering and even with more rigid guidelines, little flexibility in curriculum and didactic material and with corporate alignment, does not prevent the PNAP to fulfill its proposal to internalize the knowledge.