Analysis of public action instrumentation from the perspective of the actor-network theory: social technology and rural education in Rond???′nia

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Analysis of public action instrumentation from the perspective of the actor-network theory: social technology and rural education in Rond???′nia

机译：从行为者网络理论角度分析公共行动工具：罗恩·德尼亚的社会技术与农村教育

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ABSTRACT This article discusses the use of social technologies for the instrumentation of public action and the adoption of actor-network theory as support for relational analysis. In order that, a qualitative case study was carried out to analyze the adoption of pedagogy of alternation as an instrument for rural education policy in the state of Rond???′nia, Brazil. It was found that, although the state government wanted to define a standard model, the instrumentation of rural education was translated differently in different regions of the state, through public action that involved a broad actor-network. Concluding that, as a result of these multiple and different forms of sociotechnical instrumentation of public action, there is a greater demand for the opening of government actors to the relational dynamics of the process of construction of public policies.

机译：摘要本文讨论了将社会技术用于公共行动手段以及采用行为者网络理论作为关系分析的支持。为此，进行了定性案例研究，以分析轮流教学法在巴西朗德尼亚州作为乡村教育政策工具的采用。结果发现，尽管州政府希望定义一个标准模型，但通过涉及广泛的参与者网络的公共行动，农村教育的工具在该州的不同地区得到了不同的翻译。结论是，由于公共行动的这些多种多样的社会技术手段形式，对政府行为者开放以适应公共政策制定过程的关系动态的需求越来越大。

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《Revista de Administrao Pública》 |2017年第3期|共页
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Analysis of public action instrumentation from the perspective of the actor-network theory: social technology and rural education in Rond???′nia

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