Políticas públicas e formação de capital humano : um enfoque sobre a interiorização do bacharelado em administração pública em Pernambuco

Abstract

The administration of the Brazilian state, since the age of discovery to the present day, has always been grounded in social practices that determine the modes or administrative typologies adopted by several Brazilian leaders. The internalization of public higher education is understood in this study as the redistribution of public higher education institutions within the federal units of the Union to offer post-graduate courses and networking to meet social and economic demands of the region in which will install the new academic unit. Be aware that education is a consumer good or investment has been a task that has divided economists and educators, however, one can not deny that the omission or inertia on the formulation of educational policies for the formation of human capital is a barriers to social and economic development of the country. Thus, this study aimed to investigate the possible contributions of university policies of expansion and internalization to human capital formation through the National Training Program in Public Administration and the Open University System of Brazil. The theoretical referential used in this research for the development of public administration practices was based on studies of Gelson Junquilho (2010), Bresser Pereira (1996), and Edison Bariani Christina Andrews (2010). The federal constitutions (1824, 1891, 1934, 1937, 1946, 1967, 1969, 1998) and the work of Roosevelt Queiroz (2009), Leonardo Secchi (2012), Francisco Heidemann (2010), Valdemir Pires (2005), as guidelines to theme on public policy and human capital formation. With regard to expansion, internalization of higher education and training in the administration works of Maria Luisa Ribeiro (1998), Otaiza Romanelli (2006), Thomas Giles (1987), Demerval Saviani (2010), Tania Fischer (1984), Carlos Bertero (2006) were used. For the understanding of the new technologies and the advent of Bachelor in Public Administration, served as the theoretical basis of the writings Kenski Vani (2007), Joseph Moran (2000), Ricardo Castillo (2011), Denise Bunn et al (2009). The subjects participating in this study with open forms for obtaining primary data fields were applied. Interviews were also conducted to better understand how the administrative and organizational relationships occur in offering the Bachelor in Public Administration. Secondary data originated from the Ministry of Education. Data analysis was based on the SWOT matrix, through the inter-relationship between strengths, opportunities, weaknesses and threats. Evidenced in this work that are not technological resources that favor the implementation of the Bachelor of Public Administration in the state, but the availability of state and local governments to finance the costs of operation of the pole classroom.