Programa Nacional de Educação na Reforma Agrária (Pronera): uma proposta de avaliação em profundidade

Abstract

The National Agrarian Reform Education Program – Pronera – arises in the late 1990s as a government’s response to the pressure from various social actors that rallied to the institutionalization and expansion of Rural Education. It is only in 2010 that Pronera is implemented as a public policy. Since it first appeared, two quantitative surveys have been carried out by Incra/Inep – 1st and 2nd National Survey of Agrarian Reform Education (Pnera) – and the analyses of these surveys focus mainly on the quantitative results. The importance of such policy for the social movements, universities, and rural populations pushes to the development of a national evaluation that takes into account the way the social subjects involved perceive and understand it. Among the possible theoretical and methodological approaches in the field of public policy evaluation, the in-depth evaluation has proved to be the most appropriate one.