DA ARQUITETURA INSTITUCIONAL DE EaD À CAPACIDADE DO ESTADO BRASILEIRO: DESAFIOS E POSSIBILIDADES

Resumo

Here we present a resume of a research thesis in progress whose proposal has as a backdrop the process of formulation and implementation of public policy for Distance Education (DE), to investigate how the institutional architecture of the central bodies responsible for their management limit or facilitate the capacity of the state in the area. Public agencies may favor or not the development of public policy for the DE, besides regular course offerings from its legal framework. This research has a qualitative approach to data collect and analysis, the exploratory and empirical type. As instruments of data collection have: literature, documentary and semi-structured interviews with senior managers that make up the central bodies of evaluation and regulation of Distance Education (MEC, Capes and Inep). The premise that guides this study recognizes the distance from Belloni (1999), Alonso (2009) and Neder (2005), state capacity from the perspective of Evans (1993, 2004), Weaver and Rockman (1993) and Stein and Tomassi (2006); historical institutionalism based on Hodgson (2005), Evans (2003) and Chang and Evans (2005) and the theory of public policy grounded in Draibe (2001), Souza (2007) and Hill (1997). Thus, we consider that each organ of the state engaged in distance education has specific structures routine, organization and function of its actors, and from their perceptions and actions seek to check in and for distance education are undertaken, coordinated and executed by observing purposes, interests and rules specific to each.