THE SCIENCE OF IMPLEMENTATION IN EDUCATION: PROGEP AS A PUBLIC GOVERNANCE METHODOLOGY
This article analyzes PROGEP – Strategic Management Protocol by Problems as a contribution to the science of implementation, taking the planning of the Paraná State Education Plan (PEE/PR) as an empirical reference for the development of the methodology. The reflections presented do not represent the institutional position of the bodies involved, but rather result from a scientific analysis of a methodological nature on planning processes, governance, and institutional mediation in public education policies. The implementation of educational policies is one of the main challenges for improving public education in Brazil, especially in contexts marked by territorial inequalities, structural limitations, and high federal complexity. Recent studies indicate that the effectiveness of these policies depends not only on their technical design but, above all, on factors such as institutional capacity, intergovernmental coordination, and mechanisms for mediation between formulation and practice. In this context, the article aims to present PROGEP as a scientific methodology of public governance focused on institutional articulation between planning and implementation of educational policies. Anchored in the field of implementation science, the study adopts a methodological approach based on the analysis of educational planning instruments and empirical evidence produced within the scope of PEE/PR planning. The results indicate that PROGEP acts in the critical zone between planning and implementation by structuring planning based on real problems, creating a common language between different institutional instances, and strengthening state capacity through methodological instruments, not just human resources. It is concluded that PROGEP offers lessons that can be transferred to other educational networks and policies, contributing to the strengthening of collaborative governance and the consolidation of implementation science in the Brazilian educational context.
THE SCIENCE OF IMPLEMENTATION IN EDUCATION: PROGEP AS A PUBLIC GOVERNANCE METHODOLOGY
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DOI: https://doi.org/10.22533/at.ed.51571252412
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Palavras-chave: PROGEP; public governance; institutional mediation; educational planning; institutional capacity.
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Keywords: PROGEP; public governance; institutional mediation; educational planning; institutional capacity.
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Abstract:
This article analyzes PROGEP – Strategic Management Protocol by Problems as a contribution to the science of implementation, taking the planning of the Paraná State Education Plan (PEE/PR) as an empirical reference for the development of the methodology. The reflections presented do not represent the institutional position of the bodies involved, but rather result from a scientific analysis of a methodological nature on planning processes, governance, and institutional mediation in public education policies. The implementation of educational policies is one of the main challenges for improving public education in Brazil, especially in contexts marked by territorial inequalities, structural limitations, and high federal complexity. Recent studies indicate that the effectiveness of these policies depends not only on their technical design but, above all, on factors such as institutional capacity, intergovernmental coordination, and mechanisms for mediation between formulation and practice. In this context, the article aims to present PROGEP as a scientific methodology of public governance focused on institutional articulation between planning and implementation of educational policies. Anchored in the field of implementation science, the study adopts a methodological approach based on the analysis of educational planning instruments and empirical evidence produced within the scope of PEE/PR planning. The results indicate that PROGEP acts in the critical zone between planning and implementation by structuring planning based on real problems, creating a common language between different institutional instances, and strengthening state capacity through methodological instruments, not just human resources. It is concluded that PROGEP offers lessons that can be transferred to other educational networks and policies, contributing to the strengthening of collaborative governance and the consolidation of implementation science in the Brazilian educational context.
- Andreza Regina Lopes da Silva
