COLLABORATION STRATEGIES IN PLANNING PUBLIC EDUCATION IN THE CONTEXT OF THE PANDEMIC
The Covid-19 pandemic challenged public managers to carry out a very challenging educational planning. These were decisions that involved modifying the way in which education was offered, considering non-face-to-face pedagogical activities (virtually or through printed matter), as well as the way in which the teams acted for teleworking, the delivery of food items to the families of students, changes in contract management, among other decisions during the most intense period of the pandemic. Subsequently, the policies turned to the implementation of health measures in schools that favored the progressive return of students, at different times according to the evolution of the pandemic in each location. In a country with a history marked by social and educational inequalities, each decision around this planning contributed to the expansion or reduction of students' educational opportunities. Faced with the fragility of national coordination in the period, these managers sought different strategies so that the right to education could be guaranteed, within the limits established by the health emergency situation. The research hypothesis is that municipal education networks, in the absence of effective vertical collaboration, especially on the part of the federal government, have implemented their own collaboration strategies at different levels (intermunicipal, internetwork, interschool, intraschool and with civil society) , thus managing to carry out the planning to face the consequences of Covid-19 on education and implement the necessary measures more quickly, effectively and with greater equity, while experimenting with new forms of collaboration. To understand how this happened, the mixed method research will start from an analysis of existing data from the educational planning of municipal networks in the pandemic in order to analyze the existing variations in the planning, adding qualitative research with managers of Municipal Departments and schools in a way that to map what were the multilevel collaboration strategies in the implementation of this educational policy. Thus, it is intended to jointly analyze the information on the planning and on the effective collaboration strategies. By systematizing such strategies, it is expected to contribute to research on the formulation of educational policies to face the impacts of the pandemic on education, and also to other challenging situations that may arise in which collaboration strategies can be intentionally provoked by public management.