Implementation study contributions to education policy analysis: a brief discussion of the context of BNCC implementation

ABSTRACT By turning to contributions from the fields of Political Science and Public Administration, the present article aims to conduct a brief review on implementation studies, originally divided into two contrasting schools. It also discusses Matland’s (1995) synthesizing model developed in the 1990s to reconcile such approaches, by articulating two important attributes by which policies are differentiated. Finally, it investigates how levels of conflict/ambiguity have varied in recent education policies, especially those focused on curriculum standards, such as the Parâmetros Curriculares Nacionais - PCNs [National Curricular Parameters] and Base Nacional Comum Curricular - BNCC [Common National Curricular Base].

摘要 本文依托政治学与公共行政学领域的既有研究成果，对政策执行研究展开简要综述——该领域最初分为两大对立学派。同时探讨了Matland（1995）于20世纪90年代提出的整合模型，该模型通过明确政策区分的两大核心属性，旨在调和上述两种研究路径。最后，本文探究了近期教育政策（尤其是聚焦课程标准的政策，如全国课程参数（Parâmetros Curriculares Nacionais，简称PCNs，英文译名为National Curricular Parameters）与全国共同课程基础（Base Nacional Comum Curricular，简称BNCC，英文译名为Common National Curricular Base））中的冲突与模糊程度变化情况。