COMMISSIONED POSITIONS: BENEFICIAL OR HARMFUL FOR THE PUBLIC ADMNISTRATION

Authors

  • Leonardo Matos Sampaio Santana Faculdade de Ilhéus
  • Joilson Leopoldino Vasconcelos Júnior Faculdade de Ilhéus

DOI:

https://doi.org/10.51891/rease.v9i5.9985

Keywords:

Commissioned positions. Public administration. Historic evolution. Public service.

Abstract

This article has an approach on the creation of commissioned positions and what benefits and harms they can bring to public administration, in addition to describing the challenges of public administration in filling them. Therefore, a qualitative methodological analysis and a bibliographical review are carried out, selecting information from electronic databases, addressing the concept of public administration and its historical evolution phases, as well as theoretical aspects about entering the public service, position, job and function. public office, lifetime position, effective appointment position and commission appointment position, in addition to relating the advantages and disadvantages of the proliferation of commission appointment positions with good public management, and how their deviation from purpose to political ends impairs the service provided the population. In this way, from the collection and analysis of data with information, doctrinal, bibliographical and jurisprudential, it seeks to present positive results regarding the better use and creation of commissioned positions by the public administration.

Author Biographies

Leonardo Matos Sampaio Santana, Faculdade de Ilhéus

Graduando em Direito/Faculdade de Ilhéus. 

Joilson Leopoldino Vasconcelos Júnior, Faculdade de Ilhéus

Orientador. Mestre em educação pela Fundação Universidade Regional de Blumenau. Advogado- Formado em direito pela Fundação Universidade Regional de Blumenau.

Published

2023-06-01

How to Cite

Santana, L. M. S., & Vasconcelos Júnior, J. L. (2023). COMMISSIONED POSITIONS: BENEFICIAL OR HARMFUL FOR THE PUBLIC ADMNISTRATION. Revista Ibero-Americana De Humanidades, Ciências E Educação, 9(5), 2334–2343. https://doi.org/10.51891/rease.v9i5.9985