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Previous issue date: 2015-12-17 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) === Esta Tese tem como intuito compreender como uma determinada condi??o social adquire relev?ncia a ponto de ser considerado um problema que merece uma a??o governamental e como determinadas propostas de solu??o ganham evid?ncia em detrimento de outras. Mais especificamente, pretende-se analisar o campo das pol?ticas p?blicas de educa??o e verificar se os modelos anal?ticos adotados possuem for?a explicativa para se compreender como o tema do analfabetismo escolar entrou na agenda do governo do Estado do Cear? e como o Programa de Alfabetiza??o na Idade Certa (PAIC) foi se configurando ao longo do tempo. Do ponto de vista emp?rico das pol?ticas p?blicas de educa??o no Brasil, trata-se de um caso relevante ao se verificar que, historicamente, as pol?ticas de alfabetiza??o concentraram-se nos jovens e adultos, revelando a aus?ncia de a??es espec?ficas para as crian?as em est?gio de alfabetiza??o.
Para compreendermos as raz?es que levaram o tema ao topo da agenda governamental cearense, esta Tese tem como base principal de sustenta??o a literatura sobre a an?lise de pol?ticas p?blicas, com ?nfase nos processos de forma??o de agenda e elabora??o de alternativas. Recorre-se a uma abordagem h?brida a partir da combina??o das ferramentas anal?ticas do Modelo de M?ltiplos Fluxos de Kingdon (1995), do Modelo de Coaliz?o Advocat?ria de Sabatier e Jenkins Smith (1993) e da abordagem do neoinstitucionalismo hist?rico.
A pesquisa ? de natureza qualitativa e adotou como estrat?gia o m?todo de estudo de caso ?nico. Foi realizada uma triangula??o de dados a partir de documentos institucionais relativos ao PAIC, notas taquigr?ficas de eventos organizados pela Assembleia Legislativa do Cear?, mat?rias da m?dia, estudos acad?micos e entrevistas com atores chave de diferentes institui??es.
Esta Tese conclui que, dada a complexidade do caso em estudo, a combina??o conjunta das tr?s abordagens anal?ticas mostrou-se adequada e necess?ria para a compreens?o dos m?ltiplos fatores que explicam a entrada do tema na agenda decis?ria do governo estadual cearense e o desenho do PAIC. Destacam-se a import?ncia das ideias e do empreendedor de pol?ticas p?blicas, a relev?ncia da etapa de reconhecimento do problema para a forma??o de uma ampla base de coaliz?o, o processo de constru??o das alternativas de a??o e a trajet?ria hist?rica das pol?ticas de educa??o no Cear?. Este estudo contribui, portanto, para uma melhor compreens?o das etapas que comp?em a forma??o de agenda nas pol?ticas p?blicas, em particular no campo da educa??o. === The objective of this thesis is to understand how a certain social condition becomes relevant enough to be regarded as an issue worthy of government action and how certain proposed initiatives prevail while others are discarded. More specifically, the goal is to discuss public policy for education and check whether the analytical models employed are significant enough to explain how the literacy issue became part of the policy agenda of the government of the State of Cear? in Brazil, and how the Literacy Program at the Right Age (PAIC) developed over time. From the empirical perspective about public policy for education in Brazil, this is a relevant case when one takes into account that, historically, the literacy policies are focused on teenagers and adults, implying a lack of specific initiatives towards children at the proper age of learning to read and write. In order to understand what drove this issue to the top of the state government agenda, this thesis is primarily based on the literature about public policy analysis, with focus on the agenda setting process and development of proposals. A hybrid approach is used, combining analytical tools from Kingdon?s Multiple Streams Model (1995), the Advocacy Coalition Framework by Sabatier and Jenkins Smith (1993) and the historical new institutionalism lens. The research method is qualitative and based on the single case study method. The data set was assembled from institutional PAIC-related documents, tachygraphy notes from sessions at Cear??s State House of Representatives, press clippings, academic studies and interviews with key participants from several organizations. The conclusion of this thesis is that, given the complexity of the case in point, the combination of the three analytical methods is adequate and necessary to understanding the multiple drivers for this issue to have entered Cear??s state government agenda and the design of the PAIC itself. Particularly relevant are the ideas and the policy entrepreneurs, the processes of problem recognition for the composition of a wide coalition and for the specification of alternatives, and the path dependence of the education policy in Cear?. This study adds, as a result, to a better understanding of the stages that make up the agenda setting in public policy, in particular in the field of education.
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