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Janus in governance: interpellations around an educational policy of community intervention in Portugal
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Orientador(es)
Resumo(s)
This article intends to empirically document the ambiguity, even ambivalence, of
governance practices1, through the study of a public policy in Portugal, the Programme InovAction, that stimulates intervention projects in ‘local state of emergency’ territories. In this way, we search to
contribute to the debate around the reform of the State and public policies, apprehended through
metamorphoses in the coordination of collective action in education. Education, State and
governance are viewed as social relationships and sites of social practices; governance is understood
as a field in which policies, discourses and practices manifest themselves in neo-liberal hegemonic
versions or according to contradictory achievements. The data we mobilize were built on
documental analysis and on information obtained through semi-structured interviews (to national,
regional and local projects Coordinators, technicians and young people). The unfolding discussion
illuminates tensions and contradictions in governance practices of Programme InovAction: the
strengthening of collective action may occur simultaneously with the construction of routes and
alternative spaces of social exclusion; the reduction of the social responsibility of the school with
regards to certain audiences challenges approaches to the construction of a public space of
education; the privilege given to known interests has gone side by side with practices to broaden the
local governance circle.
Descrição
Palavras-chave
Portugal Educational governance State Partnership Public policies Non-formal education
Contexto Educativo
Citação
Editora
Arizona State University, Mary Lou Fulton Teachers College