Análise de políticas públicas: uma contribuição ao debate da intersetorialidade a partir da experiência do Projeto Teias - Escola Manguinhos

Abstract

The purpose of the research is to identify possible approaches in the development of public policies that emphasize a greater articulation between themselves in order to move forward the debate about the intersectoral approach based on the experience of Project Teias – Escola Manguinhos. From this investigation, the aim was to describe the historical, political and administrative context of the development of project in question and the option for an intersectoral approach, caracterizing the circumstances that favoured its entrance into the public agenda in the municipal, state and federal levels, raising possibilities and gaps of this approach and identifying other possible guidelines to the development of public policies that stimulate a greater interconnection between them and result in greater social gains. The research is of qualitative nature, analytical and descriptive, and utilizes data collection through research of documental and oral sources, with social actors involved in the development of Project Teias – Escola Manguinhos as its subjects. The data were analysed using the technique of Content Analysis, supported by the work of Harold Laswell and operationalised by way of the Multiple Stream analytical model developed by John Kingdon. The results of the research confirm the initial assumption and, in that sense, it was verified the eficacy of the Kingdon model, which made possible to enumerate the decisive factors to the opening of the “political window” that led the Project Teias inside the public agenda in the three levels of government, as well as to deconstruct the dilemma of intersectoriality pointing to the existence of a multisectoral framework. The study indicates new perspectives, recommending directives to the development of a new analytical matrix that may spill over to a wide field of policies, broadening the conceptual framework. It also suggests a critical reflection about the territorial reality of the Complexo de Manguinhos, warning about the importance of transforming the learning acquired at the territory-school in actions and initiatives that change for the better the life of a population ultimately dependent on SUS.