Indicators for evaluation of public policies of Environmental Education in schools: an analysis in the light of the policy cycle and the theory of enactment

This article presents analysis of the process of applying an Indicator Matrix for evaluation of public policies on Environmental Education in schools. In order to do so, the study is based on the policy cycle (BALL; BOWE, 1992) and on the theory of policy enactment (BALL; MAGUIRE; BRAUN, 2016). It is argued that the conceptual approach of the policy cycle and the theory of enactment has given meaning to the evaluation instrument built by and for the actors of the context in which practice takes place. It has also helped in understanding the interrelations between the contextual dimensions of the theory of enactment and the dimensions that make up the Environmental Education Indicator Matrix built by several subjects of the policy. The interpretation and analysis of the data generated by applying the Indicator Matrix in school contexts with the participation of teachers indicate that the dimensions that structure the Matrix gain meaning when integrated with each other and related to appropriately situated contexts. Thus, the instrument demonstrates its relevance, especially for the evaluation stage in the policy cycle.