Programa Nacional de Acesso ao Ensino Técnico e Emprego (PRONATEC): avaliação da implementação no IFPB – Campus Picuí

Abstract

The objective of this study was to evaluate the implementation process of the National Program of Access to Technical Education and Employment (Pronatec) in a Federal Institution of Technical and Vocational Education, through Anatomy model of the General Implementation Process. The study was based on the theoretical reference of the Sequential Approach of Public Policies and on the theoretical reference of the Implementation phase, using the methodology of the process evaluation proposed by Draibe (2001) - The Anatomy of the General Implementation Process. The research is descriptive, of the case study type, carried out at the Federal Institute of Education, Science and Technology of Paraíba (IFPB) - Campus Pícuí. As data collection procedures, we used documentary research and interviews with five categories of subjects involved in the implementation process: Managers, Technicians, Teachers, Partners and Beneficiaries. The data analysis approach was qualitative, performed through document analysis and content analysis (BARDIN, 2011). The process of implementation of Pronatec in the Campus Picuí was determined by the Rectory of the IFPB, fulfilling the orientation of the Ministry of Education (MEC) to the units of the Federal Network of Professional and Technological Education. Fragilities and potentialities were identified in each of the evaluated Systems and Sub-processes. It was identified as fragilities in Pronatec's implementation: that disclosure and information processes reached limited and insufficient publics, that there were delays in the transfer of financial resources, the lack of training strategies for implementing agents and internal evaluation processes. The potentialities identified: local managers' perception of autonomy and decentralization in decision-making processes, the volume of budget resources to implement the program, the implementation of selective processes for implementing agents, the capacities and commitment of managers, technicians and Teachers. The results demonstrated the complexity and the systemic aspect of the implementation process, considering the mutual interference between fragilities and potentialities identified in the Systems and Sub-processes evaluated.