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Abstract(s)
O problema da eficácia das políticas e das ações da cooperação para o desenvolvimento (CD) têm sido uma constante até aos dias de hoje, pois a maioria dos projetos não consegue os impactos a que se propõe e simultaneamente, alguns têm provocado a longo prazo impactos negativos que se vêm acumulando, tais como: dependência por parte dos países beneficiários, aumento de tensão entre grupos, desconfiança, desrespeito, assim como um enorme desperdício de recursos e energia. Assim o modelo tradicional de CD está a desestruturar-se contribuindo para tal a crise financeira e entre outras, a emergência de outros países “doadores” e algumas economias do Sul.
Numa época considerada chave para a mudança de paradigma no âmbito do desenvolvimento e da cooperação (União Europeia, Nações Unidas e União Africana), com a recente estruturação das agendas pós-2015 (a Agenda 2030 das Nações Unidas e a Agenda 2063 da União Africana) colocam-se em causa formas tradicionais de parcerias Norte-Sul e questiona-se a eficácia do próprio desenvolvimento.
Perante este quadro, a presente pesquisa propôs-se a entender esta conjuntura no local, nomeadamente, compreender fluxos de práticas de CD não contabilizados pelas instituições internacionais, nomeadamente, as práticas desenvolvidas pelo segundo e terceiro sectores, no âmbito da alfabetização de adultos em Angola. Para tal, desenvolveu-se uma revisão de lentes teóricas que originaram um modelo integrado de análise que permitiu estudar tais políticas públicas e práticas e a sua dinâmica glocal (mega sítio, macro sítio e meso sítio). Para este processo, por um lado, convocou-se um eixo de análise que pretende dar vez e voz a quem vive as realidades e por outro, diferentes perspetivas teóricas, tais como: (a) um entendimento de desenvolvimento como liberdade e a teoria dos sítios simbólicos de pertencimento; (b) um entendimento de cooperação dialógica e por fim, (c) uma governança pública e uma epistemologia situacional para analisar políticas públicas e entender a gestão do bem comum - a educação.
Na pretensão de analisar a realidade complexa que sustenta a referida problemática, a presente pesquisa foi conduzida por uma abordagem metodológica tendencialmente qualitativa, concretizada através de um estudo tipo caso e inspirada numa metodologia culturalmente sensível.
Os dados recolhidos e analisados neste estudo demonstram que tais fluxos de práticas acontecem através de modalidades de CD caso-a-caso, nomeadamente, as parcerias sociais e/ou estratégicas sociais, como práticas suleares de cooperação, entre uma rede interorganizacional de parceiros no âmbito do Programa de Alfabetização e Aceleração Escolar (PAAE) em Angola.
Neste sentido, tais práticas de CD pós-2015 são parcerias sociais catalisadoras da eficácia do desenvolvimento, ainda que indiretamente, a três níveis: (1) organizacional no que refere às instituições parceiras, entre elas as empresas, (2) profissional no que refere aos colaboradores e empresas e (3) pessoal uma vez que possibilitam que o episódio escola aconteça na vida de indivíduos adultos, com Trajetos de Vida Tipo (TVT) semelhantes, possibilitando um maior conjunto capacitário tornando-os indivíduos mais livres para escolherem o rumo das suas vidas. Estas práticas de CD contribuem para um desenvolvimento local que pode ter impactos ao nível nacional e internacional. São práticas que fazem sentido no âmbito de uma cooperação dialógica em que os parceiros apresentam determinadas disposições de cooperação dialógica; de ética num trabalho para o desenvolvimento sustentável; de compromisso, responsabilização e respetivo impacto; de ação coordenada e eficaz e disposições em educação para o desenvolvimento.
Este estudo demostra que é necessário um diálogo e um conhecimento situado para (co) operar para o desenvolvimento num contexto Pós-2015. Uma operação caraterizada por: (1) uma maior capacidade local de construção endógena do desenvolvimento estimulada por uma apropriação situacional de políticas e práticas de desenvolvimento; (2) por modalidades de cooperação caso-a-caso, através das quais, os agentes terceirizados de cooperação, com determinadas disposições, atuam no âmbito da CD e (3) por um trajeto peculiar que os resultados estatísticos percorrem, em contextos em desenvolvimento e que deverá ser entendido como uma oportunidade a ser maximizada “uma vez que tais dados são cada vez mais utilizados para subsidiar e legitimar a formulação de políticas e o investimento em educação” (UNESCO, 2016, a, p.72), em suma, são o bilhete de identidade do próprio país e do trabalho que nele se desenvolve.
The problem of the effectiveness of the policies and actions of cooperation for development (CD) has been a constant until the present day, because most projects cannot achieve the impacts it sets itself and, simultaneously, some have caused long-term negative impacts that have been piling up, such as: dependence on the recipient countries, an increase of tension between groups, distrust, disrespect, and a huge waste of resources and energy. Thus the traditional model of CD is deconstructing and contributing to this financial crisis and, among others, the emergence of other “donor” countries and some Southern economies. At a time considered key to the paradigm shift in the development and cooperation (European Union, United Nations and African Union), the recent structure of the post-2015 agenda (the United Nations' 2030 Agenda and the African Union’s 2063 Agenda) put into question traditional forms of North-South partnerships and question the effectiveness of the development itself. Given these facts, this study sets out to understand this situation on site and in particular, to understand CD practice flows not recorded by international institutions, in particular the practices developed by the second and third sectors, in adult literacy in Angola. To this end, has been developed a review of theoretical lenses that has created an integrated model of analysis that allowed us to studie such policies and practices and their global dynamics (mega site, macro site and meso site). For this process, on the one hand, was called up an axis of analysis that aims to give time and voice to those who live the realities and, on the other hand, different theoretical perspectives, such as: (a) an understanding of development as freedom and theory of the symbolic sites of belonging; (B) an understanding of dialogical cooperation and, finally, (c) a public governance and a situational epistemology to analyse public policies and understand the common good management – education. Claiming to analyse the complex reality that sustains the problems above, this research was conducted by a somewhat qualitative approach, implemented through a study case type and inspired by a culturally sensitive approach. The data collected and analysed in this study demonstrate that such practices flows happen through CD modalities case-by-case, in particular the social partners and / or social strategies, the southern practices of cooperation between an interorganizational network of partners in the Literacy and School Acceleration Program (SAAP) in Angola. In this sense, such post-2015 CD practices are social partnerships catalysts of development effectiveness, albeit indirectly, at three levels: (1) organizational as regards partner institutions, including companies, (2) professional as regards employees and companies and (3) personal as they allow that the school episode happens in the lives of adults with similar Standard Life Paths life (SLP), allowing a bigger capacitor group making them more free to choose the course of their lives. These CD practices contribute to local development that may have an impact at national and international level. These practices make sense within a dialogic cooperation where partners have certain rules: of dialogic cooperation; of ethics in work for sustainable development; of commitment, accountability and its impact; of coordinated and effective action and measures in education for development. This study demonstrates that dialogue and situated knowledge is necessary to (co)operate to the development of a post-2015 context. An operation characterized by: (1) increased local capacity for endogenous building of development stimulated by a situational ownership of development policies and practices; (2) forms of cooperation on a case-by-case basis, through which, outsourced cooperation agents with certain provisions, act within the CD and (3) by a peculiar path that the statistical results run in developing contexts and that should be understood as an opportunity to be maximized “since such data are increasingly used to subsidize and legitimize the policy formulation and investment in education” (UNESCO, 2016 a, p.72), in short are the identity card of the country itself and the work that it develops.
The problem of the effectiveness of the policies and actions of cooperation for development (CD) has been a constant until the present day, because most projects cannot achieve the impacts it sets itself and, simultaneously, some have caused long-term negative impacts that have been piling up, such as: dependence on the recipient countries, an increase of tension between groups, distrust, disrespect, and a huge waste of resources and energy. Thus the traditional model of CD is deconstructing and contributing to this financial crisis and, among others, the emergence of other “donor” countries and some Southern economies. At a time considered key to the paradigm shift in the development and cooperation (European Union, United Nations and African Union), the recent structure of the post-2015 agenda (the United Nations' 2030 Agenda and the African Union’s 2063 Agenda) put into question traditional forms of North-South partnerships and question the effectiveness of the development itself. Given these facts, this study sets out to understand this situation on site and in particular, to understand CD practice flows not recorded by international institutions, in particular the practices developed by the second and third sectors, in adult literacy in Angola. To this end, has been developed a review of theoretical lenses that has created an integrated model of analysis that allowed us to studie such policies and practices and their global dynamics (mega site, macro site and meso site). For this process, on the one hand, was called up an axis of analysis that aims to give time and voice to those who live the realities and, on the other hand, different theoretical perspectives, such as: (a) an understanding of development as freedom and theory of the symbolic sites of belonging; (B) an understanding of dialogical cooperation and, finally, (c) a public governance and a situational epistemology to analyse public policies and understand the common good management – education. Claiming to analyse the complex reality that sustains the problems above, this research was conducted by a somewhat qualitative approach, implemented through a study case type and inspired by a culturally sensitive approach. The data collected and analysed in this study demonstrate that such practices flows happen through CD modalities case-by-case, in particular the social partners and / or social strategies, the southern practices of cooperation between an interorganizational network of partners in the Literacy and School Acceleration Program (SAAP) in Angola. In this sense, such post-2015 CD practices are social partnerships catalysts of development effectiveness, albeit indirectly, at three levels: (1) organizational as regards partner institutions, including companies, (2) professional as regards employees and companies and (3) personal as they allow that the school episode happens in the lives of adults with similar Standard Life Paths life (SLP), allowing a bigger capacitor group making them more free to choose the course of their lives. These CD practices contribute to local development that may have an impact at national and international level. These practices make sense within a dialogic cooperation where partners have certain rules: of dialogic cooperation; of ethics in work for sustainable development; of commitment, accountability and its impact; of coordinated and effective action and measures in education for development. This study demonstrates that dialogue and situated knowledge is necessary to (co)operate to the development of a post-2015 context. An operation characterized by: (1) increased local capacity for endogenous building of development stimulated by a situational ownership of development policies and practices; (2) forms of cooperation on a case-by-case basis, through which, outsourced cooperation agents with certain provisions, act within the CD and (3) by a peculiar path that the statistical results run in developing contexts and that should be understood as an opportunity to be maximized “since such data are increasingly used to subsidize and legitimize the policy formulation and investment in education” (UNESCO, 2016 a, p.72), in short are the identity card of the country itself and the work that it develops.
Description
Keywords
Desenvolvimento situado Cooperação dialógica Agentes terceirizados de cooperação Parcerias sociais Alfabetização de adultos Políticas públicas Located development Dialogic cooperation Outsourced agents of cooperation Social partnerships Adult literacy Public policies