School as a space for policy implementation: contexts and learning from a program to support the quality of education

Abstract

This paper discusses the implementation of an initiative to support education - ParceriaVotorantim pela Educação Program (PVE) - in six schools from three municipalities: Resende (RJ), Aracruz (ES) and Governador Mangabeira (BA). Its purpose is to understand how this initiative was implemented in each school and how the actors interpret and reinterpret program-related actions. The data were obtained in field research, with semi-structured questionnaire application, guide of records and documents provided by the schools and information obtained in the data base of Anísio Teixeira National Institute of Studies and Educational Research. It was observed the use of different initiatives provided by the Program. This finding corroborates the hypothesis that schools make policies and interpret them according to their perceptions and possibilities. It is clear that PVE presence in schools is not sturdy once it is limited to specific initiatives and that the evoked learning varies according to schools and municipalities context.