Implementing educational policies at micro level : an analysis from the school professionals in the practice context.

Este artigo analisa os profissionais da escola como agentes implementadores de pol?ticas p?blicas a partir de uma perspectiva pol?tica, tomando como refer?ncia as pesquisas de Ball (1987, 2002, 2005), Ball et al. (2012); Michael Lipsky (1980); Maurice Tardif (2002); Lessard e Carpentier (2016), Oliveira (2014) e Gussi e Oliveira (2016). Apesar de partirem de aportes te?ricos e metodol?gicos distintos, tais referenciais t?m uma vis?o cr?tica da concep??o weberiana de burocracia e do papel desempenhado pelos burocratas no processo de implementa??o de pol?ticas p?blicas. Pretende-se utilizar essa literatura para se pensar as pol?ticas educacionais e os sujeitos que atuam, cotidianamente, nesse processo em ?mbito local, nas institui??es educacionais. Assumindo que a implementa??o ? um processo pol?tico e que os atores vinculados a esse processo t?m agendas e interesses distintos, a discuss?o para o campo das pol?ticas educacionais parte da premissa de que as institui??es educacionais s?o complexas, nas quais as intera??es e a??es dos agentes de base ajudam a desvendar as din?micas que ali s?o constru?das. Como as pol?ticas p?blicas n?o s?o anunciadas da mesma forma, distintos ser?o os sentidos atribu?dos ao longo de sua trajet?ria at? o n?vel local, raz?o pela qual os conceitos de interpreta??o e de tradu??o s?o importantes.This article analyzes the school professionals as public policies implementer agents from a political perspective, taking as reference the researches of Ball (1987, 2002, 2005), Ball et al. (2012); Michael Lipsky (1980); Maurice Tardif (2002); Lessard and Carpentier (2016), Oliveira (2014) and Gussi and Oliveira (2016). Despite of starting from different theoretical and methodological contributions, such references have a critical view of the Weberian conception about bureaucracy and the role played by bureaucrats in the public policies implementing process. It?s intended to use such literature to think the educational policies and the actors that daily act in this process at a local level. Assuming that implementation is a political process and the actors involved in this process have different agendas and interests, the discussion for the educational policies field assumes that educational institutions are complex, in which the base agents interactions and actions help unravel the dynamics that are built there. As the public policies are not announced in the same way, different meanings will be attributed along their trajectory to the local level, reason why the interpretation and translation concepts are important