There has been an increased focus on ICT-related projects in development cooperation in the last decade based on the assumption that ICTs expands opportunities for economic growth as well as for poverty reduction. This is also the case with the Swedish International Development Agency (SIDA). I wanted to better understand the reasoning behind the increased focus on ICT. Specifically I have chosen to look at SIDA’s policies and projects with universities in Tanzania and Nicaragua to understand how different stakeholders perceive that increased ICT use at universities can affect poverty reduction. Some questions guiding my research are: In what ways can these ICT investments meet the development goals of SIDA, and might do these ICT investments theoretically fit into a national system of innovation?

Historically there have been various discussions on how to achieve development from different scopes and spaces. The vision of development from a global space has undergone a significant evolution to the present day, in particular after World War II, in the context of international development cooperation. Within a regional space, economic cooperation mechanisms have shown to be dynamic and positive for development. This paper aims, firstly, to set forth a review of the evolution of the development vision from a global and regional perspective. Secondly, to analyze contributions in commerce from a regional development perspective through a comparative analysis of the Pacific Alliance and the Latin American Integration Association between 2005 and 2014, as economic cooperation mechanisms in Latin America and the Caribbean that seek development within the same region. / Históricamente han existido distintos debates para alcanzar el desarrollo, desde diferentes ámbitos y espacios. La visión del desarrollo desde el espacio global, ha tenido una importante evolución hasta nuestros días, principalmente después de la II Guerra Mundial, a través de la Cooperación Internacional para el Desarrollo (CID). Desde el espacio regional, los mecanismos de cooperación económica han reflejado ser dinámicos y positivos para el desarrollo. Por ello, el presente trabajo pretende en primera instancia, realizar una revisión de la evolución sobre la visión de desarrollo desde un contexto global y regional. En una segunda fase, busca analizar las aportaciones comerciales, desde una visión del desarrollo regional, por medio de un análisis comparativo de la Alianza del Pacífico (AP) con respecto a la región y a la Asociación Latinoamericana de Integración (ALADI) para el periodo 2005-2014, como mecanismos de cooperación económica en América Latina y el Caribe (ALyC) que buscan un desarrollo dentro de la misma región.

The thesis analyzes two forms of International Development Cooperation, particularly Microfinance and Interregional Cooperation. The goal is to stress these forms and find suitable models for their application in the Czech environment.

This study offers a feminist critical discourse analysis of how Sida’s discourses can be viewed as consolidating a gender ideology and power asymmetries in gendered social orders. Critical discourse analysis (CDA) and feminist critical discourse analysis (FCDA) offer the theoretical and methodological framework to the investigation of gender ideology in Sida’s discourses. Postcolonial theory offers an additional theoretical framework with explanatory understandings of the ideological assumptions identified. According to the findings and in the light of chosen theories, this study suggests that a gender ideology that is underpinned by colonial and capitalist ideologies can be identified in Sida’s discourses. The results show that analyzes of how power systems operate in complex ways to produce gendered inequalities are not accounted for by Sida, whereby their contestation and transformation is hindered. It is also suggested that Sida, in complicity with other actors in the international development arena, has appropriated and distorted feminist concepts in a way that conceals dominant group interest and power dynamics. By shifting the focus away from such, it is further argued that Sida risks reproducing colonial images of underdevelopment and vulnerability as inherent to marginalized groups and as especially inherent to women. This study further suggests that Sida’s consolidating of power asymmetries in discourses is partially explained by the intertwining of institutions and discourses in the international development arena. The reasons behind the power of the identified discourses are argued to serve the maintenance of global hierarchies based on constructions of race and sex, in order to ensure a status quo in the capitalist process of accumulation by dispossession, which continues to benefit wealthy northern countries like Sweden.

A presente Tese tem por objetivo contribuir, à luz dos princípios e postulados da gestão social, para a compreensão do processo de construção de saberes no campo da cooperação internacional para o desenvolvimento Sul-Sul. Para tanto, a construção teórica que a embasa compreende: (i) a cooperação internacional para o desenvolvimento como um campo de poder, na qual se praticam duas modalidades de cooperação: a Norte-Sul e a Sul-Sul; (ii) que as disputas nesse campo são alimentadas por um sistema-mundo, no qual os países centrais exercem seu poder de modo hegemônico replicando, por meio da modalidade de cooperação Norte-Sul, a lógica neoliberal para os países semiperiféricos e periféricos, bem como impondo uma dominação intelectual, a partir de uma visão eurocêntrica, num contexto de colonialidade de saberes; (iii) que numa tentativa de tensionar o campo da cooperação internacional para o desenvolvimento, os países semiperiféricos e periféricos se uniram para construir o conceito político Sul-Sul, o qual embasa a modalidade de cooperação Sul-Sul que, teoricamente, prevê o respeito às singularidades históricas, sociais e culturais de cada país; (iv) que dentre as intervenções internacionais para a promoção do “desenvolvimento”, a cooperação internacional Norte-Sul, transfere o conhecimento científico para os países periféricos, em nome de um progresso científico e do “desenvolvimento”; (v) que inexiste um modelo universal para a promoção do desenvolvimento, o qual requer respeito às particularidades de cada sociedade; (vi) que a superação das condições de adversidade que caracterizam a realidade dos países periféricos requer a consideração e o respeito aos saberes locais, num processo de construção conjunta de saberes; (vii) que o processo de construção de saberes preconiza o respeito a diversidade epistemológica do mundo, propondo a ecologia dos saberes nos termos de Santos (2008), para a qual existe o trabalho de tradução, em que as experiências e saberes da sociedade unem-se aos conhecimentos científicos para gerar novos saberes adequados à realidade social de cada sociedade; (viii) que as relações estabelecidas no campo da cooperação internacional para o desenvolvimento são relações de poder, e portanto, precisam ser geridas; (ix) que a adoção do conceito de gestão social é pertinente para discutir as relações no campo da cooperação internacional para o desenvolvimento, uma vez que abrange a dimensão social e política das relações, além da dimensão técnica. Com base nesses postulados teóricos, esta Tese investigou e analisou o acordo de cooperação entre Brasil e Cabo Verde, na área de educação, para a implementação do Curso de Mestrado em Administração Pública em Cabo Verde. Os resultados evidenciaram que, para construir saberes no campo da cooperação internacional para o desenvolvimento, é preciso respeitar o desafio do tempo e o desafio inerente ao processo de aprendizagem, o que implica reconhecer o tempo do outro, que não necessariamente é o tempo linear preconizado pelo moderno sistema-mundo, bem como realizar o trabalho de tradução, por meio do qual as experiências e saberes das sociedades unem-se aos conhecimentos científicos gerados na universidade, construindo novos saberes, adequados à realidade social de cada comunidade. Todavia, isto implica tratar cada projeto de cooperação internacional como único, pois aproxima agentes constituídos tanto por diferentes visões de mundo como por diferentes contextos históricos, sociais, econômicos e políticos. / This thesis aims to contribute, in the light of the principles and postulates of social management, to the comprehension of the process of construction of knowledge in the field of international cooperation to South-South development. Therefore, the theoretical construction that supports our study covers: (i) the international cooperation for development as a field of power, in which we can practice two ways of cooperation: North-South and South-South; (ii) some disputes in this field are powered by a world-system, in which central countries exert their power of hegemonic mode by replicating, through North-South cooperation, the neoliberal logic for the semi-peripheral and peripheral countries, as well as enforcing an intellectual domination, from an Eurocentric vision, in a context of coloniality of knowledge; (iii) also that in an attempt to intend to the field of international development cooperation, the semi-peripheral and peripheral countries have teamed up to build South-South political concept, which bases the modality of South-South cooperation that, theoretically, provides respect for historical, social and cultural singularities of each country; (iv) among international interventions for the promotion of "development", North-South international cooperation transfers scientific knowledge to peripheral countries, in the name of scientific progress and "development"; (v) that there is no universal model to promote development, which requires respect for particularities of each society; (vi) that overcoming adversities that characterize the situation of peripheral countries requires consideration and respect for local knowledge, in a process of collective construction of knowledge; (vii) that the process of construction of knowledge establishes the respect for the diversity of an epistemological world, proposing the ecology of knowledge in terms of Santos (2008), where there is the work of translation, in which the experiences and knowledge of society are connected to scientific knowledge to provide new and suitable knowledge according to the social reality of each society; (viii) that the relations established in the field of international development cooperation are power relations, and therefore, need to be managed; (ix) that the adoption of the concept of social management is pertinent to discuss relations in the field of international development cooperation, since it has covered the social and political dimension of relations, in addition to the technical dimension. Based on these theoretical postulates, this thesis investigated and reviewed the cooperation agreement between Brazil and Cape Verde, in the area of education, for the implementation of the Master's degree in Public Administration in Cape Verde. The results showed that, to build knowledge in the field of international development cooperation, it is necessary to respect the challenge of time and the inherent challenge in the learning process. Which implies in recognizing the time of others, which is not the linear time advocated by modern world-system, necessarily, as well as to carry out the translation, through which the experiences and knowledge of societies link scientific knowledge generated at the University, building new and adequate knowledge tailored to the social reality of each community. However, it implies treating each project as the only international cooperation since it brings agents constituted both by different worldviews as different historical, social, economic and political contexts.

A presente Tese tem por objetivo contribuir, à luz dos princípios e postulados da gestão social, para a compreensão do processo de construção de saberes no campo da cooperação internacional para o desenvolvimento Sul-Sul. Para tanto, a construção teórica que a embasa compreende: (i) a cooperação internacional para o desenvolvimento como um campo de poder, na qual se praticam duas modalidades de cooperação: a Norte-Sul e a Sul-Sul; (ii) que as disputas nesse campo são alimentadas por um sistema-mundo, no qual os países centrais exercem seu poder de modo hegemônico replicando, por meio da modalidade de cooperação Norte-Sul, a lógica neoliberal para os países semiperiféricos e periféricos, bem como impondo uma dominação intelectual, a partir de uma visão eurocêntrica, num contexto de colonialidade de saberes; (iii) que numa tentativa de tensionar o campo da cooperação internacional para o desenvolvimento, os países semiperiféricos e periféricos se uniram para construir o conceito político Sul-Sul, o qual embasa a modalidade de cooperação Sul-Sul que, teoricamente, prevê o respeito às singularidades históricas, sociais e culturais de cada país; (iv) que dentre as intervenções internacionais para a promoção do “desenvolvimento”, a cooperação internacional Norte-Sul, transfere o conhecimento científico para os países periféricos, em nome de um progresso científico e do “desenvolvimento”; (v) que inexiste um modelo universal para a promoção do desenvolvimento, o qual requer respeito às particularidades de cada sociedade; (vi) que a superação das condições de adversidade que caracterizam a realidade dos países periféricos requer a consideração e o respeito aos saberes locais, num processo de construção conjunta de saberes; (vii) que o processo de construção de saberes preconiza o respeito a diversidade epistemológica do mundo, propondo a ecologia dos saberes nos termos de Santos (2008), para a qual existe o trabalho de tradução, em que as experiências e saberes da sociedade unem-se aos conhecimentos científicos para gerar novos saberes adequados à realidade social de cada sociedade; (viii) que as relações estabelecidas no campo da cooperação internacional para o desenvolvimento são relações de poder, e portanto, precisam ser geridas; (ix) que a adoção do conceito de gestão social é pertinente para discutir as relações no campo da cooperação internacional para o desenvolvimento, uma vez que abrange a dimensão social e política das relações, além da dimensão técnica. Com base nesses postulados teóricos, esta Tese investigou e analisou o acordo de cooperação entre Brasil e Cabo Verde, na área de educação, para a implementação do Curso de Mestrado em Administração Pública em Cabo Verde. Os resultados evidenciaram que, para construir saberes no campo da cooperação internacional para o desenvolvimento, é preciso respeitar o desafio do tempo e o desafio inerente ao processo de aprendizagem, o que implica reconhecer o tempo do outro, que não necessariamente é o tempo linear preconizado pelo moderno sistema-mundo, bem como realizar o trabalho de tradução, por meio do qual as experiências e saberes das sociedades unem-se aos conhecimentos científicos gerados na universidade, construindo novos saberes, adequados à realidade social de cada comunidade. Todavia, isto implica tratar cada projeto de cooperação internacional como único, pois aproxima agentes constituídos tanto por diferentes visões de mundo como por diferentes contextos históricos, sociais, econômicos e políticos. / This thesis aims to contribute, in the light of the principles and postulates of social management, to the comprehension of the process of construction of knowledge in the field of international cooperation to South-South development. Therefore, the theoretical construction that supports our study covers: (i) the international cooperation for development as a field of power, in which we can practice two ways of cooperation: North-South and South-South; (ii) some disputes in this field are powered by a world-system, in which central countries exert their power of hegemonic mode by replicating, through North-South cooperation, the neoliberal logic for the semi-peripheral and peripheral countries, as well as enforcing an intellectual domination, from an Eurocentric vision, in a context of coloniality of knowledge; (iii) also that in an attempt to intend to the field of international development cooperation, the semi-peripheral and peripheral countries have teamed up to build South-South political concept, which bases the modality of South-South cooperation that, theoretically, provides respect for historical, social and cultural singularities of each country; (iv) among international interventions for the promotion of "development", North-South international cooperation transfers scientific knowledge to peripheral countries, in the name of scientific progress and "development"; (v) that there is no universal model to promote development, which requires respect for particularities of each society; (vi) that overcoming adversities that characterize the situation of peripheral countries requires consideration and respect for local knowledge, in a process of collective construction of knowledge; (vii) that the process of construction of knowledge establishes the respect for the diversity of an epistemological world, proposing the ecology of knowledge in terms of Santos (2008), where there is the work of translation, in which the experiences and knowledge of society are connected to scientific knowledge to provide new and suitable knowledge according to the social reality of each society; (viii) that the relations established in the field of international development cooperation are power relations, and therefore, need to be managed; (ix) that the adoption of the concept of social management is pertinent to discuss relations in the field of international development cooperation, since it has covered the social and political dimension of relations, in addition to the technical dimension. Based on these theoretical postulates, this thesis investigated and reviewed the cooperation agreement between Brazil and Cape Verde, in the area of education, for the implementation of the Master's degree in Public Administration in Cape Verde. The results showed that, to build knowledge in the field of international development cooperation, it is necessary to respect the challenge of time and the inherent challenge in the learning process. Which implies in recognizing the time of others, which is not the linear time advocated by modern world-system, necessarily, as well as to carry out the translation, through which the experiences and knowledge of societies link scientific knowledge generated at the University, building new and adequate knowledge tailored to the social reality of each community. However, it implies treating each project as the only international cooperation since it brings agents constituted both by different worldviews as different historical, social, economic and political contexts.

The aim of the present thesis is to draw a complex picture of the project cycle in the international development cooperation of the Czech Republic and to focus on the matter of the practical implementation of the project cycle in the case of a grant. The theoretical part of the thesis studies the character of the foreign development cooperation policy of the Czech Republic and describes the theory of its project cycle. The thesis describes the individual phases of the project cycle, explains their purpose, notices the roles of all stakeholders and describes the required project documentation. The practical part of the thesis deals with a particular case study. The study presents a description of the project based of an analysis of its project documentation, compares the form of the project cycle implementation with the theory described in the first part and suggests solutions leading to increasing the project cycle's effectiveness in the implementation of future development interventions.

A presente Tese tem por objetivo contribuir, à luz dos princípios e postulados da gestão social, para a compreensão do processo de construção de saberes no campo da cooperação internacional para o desenvolvimento Sul-Sul. Para tanto, a construção teórica que a embasa compreende: (i) a cooperação internacional para o desenvolvimento como um campo de poder, na qual se praticam duas modalidades de cooperação: a Norte-Sul e a Sul-Sul; (ii) que as disputas nesse campo são alimentadas por um sistema-mundo, no qual os países centrais exercem seu poder de modo hegemônico replicando, por meio da modalidade de cooperação Norte-Sul, a lógica neoliberal para os países semiperiféricos e periféricos, bem como impondo uma dominação intelectual, a partir de uma visão eurocêntrica, num contexto de colonialidade de saberes; (iii) que numa tentativa de tensionar o campo da cooperação internacional para o desenvolvimento, os países semiperiféricos e periféricos se uniram para construir o conceito político Sul-Sul, o qual embasa a modalidade de cooperação Sul-Sul que, teoricamente, prevê o respeito às singularidades históricas, sociais e culturais de cada país; (iv) que dentre as intervenções internacionais para a promoção do “desenvolvimento”, a cooperação internacional Norte-Sul, transfere o conhecimento científico para os países periféricos, em nome de um progresso científico e do “desenvolvimento”; (v) que inexiste um modelo universal para a promoção do desenvolvimento, o qual requer respeito às particularidades de cada sociedade; (vi) que a superação das condições de adversidade que caracterizam a realidade dos países periféricos requer a consideração e o respeito aos saberes locais, num processo de construção conjunta de saberes; (vii) que o processo de construção de saberes preconiza o respeito a diversidade epistemológica do mundo, propondo a ecologia dos saberes nos termos de Santos (2008), para a qual existe o trabalho de tradução, em que as experiências e saberes da sociedade unem-se aos conhecimentos científicos para gerar novos saberes adequados à realidade social de cada sociedade; (viii) que as relações estabelecidas no campo da cooperação internacional para o desenvolvimento são relações de poder, e portanto, precisam ser geridas; (ix) que a adoção do conceito de gestão social é pertinente para discutir as relações no campo da cooperação internacional para o desenvolvimento, uma vez que abrange a dimensão social e política das relações, além da dimensão técnica. Com base nesses postulados teóricos, esta Tese investigou e analisou o acordo de cooperação entre Brasil e Cabo Verde, na área de educação, para a implementação do Curso de Mestrado em Administração Pública em Cabo Verde. Os resultados evidenciaram que, para construir saberes no campo da cooperação internacional para o desenvolvimento, é preciso respeitar o desafio do tempo e o desafio inerente ao processo de aprendizagem, o que implica reconhecer o tempo do outro, que não necessariamente é o tempo linear preconizado pelo moderno sistema-mundo, bem como realizar o trabalho de tradução, por meio do qual as experiências e saberes das sociedades unem-se aos conhecimentos científicos gerados na universidade, construindo novos saberes, adequados à realidade social de cada comunidade. Todavia, isto implica tratar cada projeto de cooperação internacional como único, pois aproxima agentes constituídos tanto por diferentes visões de mundo como por diferentes contextos históricos, sociais, econômicos e políticos. / This thesis aims to contribute, in the light of the principles and postulates of social management, to the comprehension of the process of construction of knowledge in the field of international cooperation to South-South development. Therefore, the theoretical construction that supports our study covers: (i) the international cooperation for development as a field of power, in which we can practice two ways of cooperation: North-South and South-South; (ii) some disputes in this field are powered by a world-system, in which central countries exert their power of hegemonic mode by replicating, through North-South cooperation, the neoliberal logic for the semi-peripheral and peripheral countries, as well as enforcing an intellectual domination, from an Eurocentric vision, in a context of coloniality of knowledge; (iii) also that in an attempt to intend to the field of international development cooperation, the semi-peripheral and peripheral countries have teamed up to build South-South political concept, which bases the modality of South-South cooperation that, theoretically, provides respect for historical, social and cultural singularities of each country; (iv) among international interventions for the promotion of "development", North-South international cooperation transfers scientific knowledge to peripheral countries, in the name of scientific progress and "development"; (v) that there is no universal model to promote development, which requires respect for particularities of each society; (vi) that overcoming adversities that characterize the situation of peripheral countries requires consideration and respect for local knowledge, in a process of collective construction of knowledge; (vii) that the process of construction of knowledge establishes the respect for the diversity of an epistemological world, proposing the ecology of knowledge in terms of Santos (2008), where there is the work of translation, in which the experiences and knowledge of society are connected to scientific knowledge to provide new and suitable knowledge according to the social reality of each society; (viii) that the relations established in the field of international development cooperation are power relations, and therefore, need to be managed; (ix) that the adoption of the concept of social management is pertinent to discuss relations in the field of international development cooperation, since it has covered the social and political dimension of relations, in addition to the technical dimension. Based on these theoretical postulates, this thesis investigated and reviewed the cooperation agreement between Brazil and Cape Verde, in the area of education, for the implementation of the Master's degree in Public Administration in Cape Verde. The results showed that, to build knowledge in the field of international development cooperation, it is necessary to respect the challenge of time and the inherent challenge in the learning process. Which implies in recognizing the time of others, which is not the linear time advocated by modern world-system, necessarily, as well as to carry out the translation, through which the experiences and knowledge of societies link scientific knowledge generated at the University, building new and adequate knowledge tailored to the social reality of each community. However, it implies treating each project as the only international cooperation since it brings agents constituted both by different worldviews as different historical, social, economic and political contexts.

The field of international development cooperation has experienced an increasing demand for result-driven management over the last decades. However, a clear consensus of the meaning of ‘ results’ is often lacking in initiatives and projects for social change. As the field functions throughout myriads of contexts and cultures, the demand of results therefore brings upon issues of definitions and discourse, as well as underlying values. The goals and strategies set out to achieve certain results are influenced by assumptions that define the problem definition of the targeted issue. A hierarchy in international development, the so-called aid chain, is determined by who provides funding for cooperation projects. The flow of top-down funding is shown to be accompanied by a flow of top-down policies, that are further accompanied by underlying values, problem definitions, and assumptions. This study inquires whether different notions, assumptions, and problem definitions on gender equality across cultures in the aid chain might disturb result-reporting in international projects. Departing from a postcolonial perspective, the content and discourse of the Swedish feminist foreign policy and steering documents from an Indigenous women’s organization in Guatemala are analysed and compared. Seeing policies and policy-making as a significant communicative tool and practice in the field, this study shows how results, goals, strategies, problem definition and assumptions correlate to each other in result-reporting in international development cooperation projects.

Ao longo do último século, o Brasil foi basicamente um receptor de ajuda internacional. Nas últimas décadas, entretanto, o país se firmou como um doador de recursos para países em desenvolvimento por meio de suas ações de Cooperação Internacional ao Desenvolvimento (CID). Embora o país não se considere um doador, na medida em que essa ajuda prestada pelo país se inscreveria no contexto da Cooperação Sul-Sul, o país ganhou proeminência no regime de CID nos últimos anos. A influência dos países emergentes na arquitetura da CID trouxe profundas mudanças ao panorama da cooperação. Ao mesmo tempo, os países emergentes, geralmente classificados como países de renda média, ainda permanecem com altos níveis de pobreza, estimulando um debate sobre se tais recursos utilizados na cooperação internacional não teriam um melhor destino no ambiente doméstico. Assim, por que um país em desenvolvimento com graves problemas socioeconômicos forneceria cooperação no cenário internacional? Por um lado, o discurso oficial durante esse período, especialmente entre 2003 e 2014, era o de que a cooperação fornecida pelo Brasil, sobretudo em sua vertente técnica, se sustentaria em ideais de solidariedade e no intercâmbio de experiências comuns não possuindo interesses materiais. Por outro, analistas apontam para os interesses políticos e econômicos na sua execução. Essa pesquisa busca contribuir com esse debate por meio de uma análise empírica inédita acerca dos padrões de alocação dos gastos com projetos de Cooperação Técnica (CT) realizados pelo Brasil entre os anos de 2000 e 2016. Dialogando com a literatura acerca dos determinantes de ajuda externa, foi analisada a relação entre os gastos com CT por parte do governo brasileiro e variáveis econômicas e políticas referentes aos interesses geopolíticos do Brasil no cenário internacional e variáveis socioeconômicas referentes às necessidades dos países recipientes. Assim, a proposta dessa pesquisa foi analisar quais os determinantes para a alocação dos gastos em projetos de CT brasileira. Os resultados indicam uma relação entre a cooperação técnica brasileira e variáveis referentes aos interesses econômicos e políticos, como empréstimos subsidiados via BNDES, exportações e apoio político dos receptores ao Brasil em Organizações Internacionais; e variáveis referentes às necessidades dos receptores, como nível de desenvolvimento socioeconômico e qualidade democrática. / Over the last century, Brazil was basically an international aid recipient. In the last decades, however, the country has established itself as a donor of resources for developing countries through its actions of International Development Cooperation (IDC). Although the country does not consider itself a donor, to the extent that the country\'s aid is inscribed in the context of South-South Cooperation (SSC), Brazil has gained prominence in the IDC regime in recent years. The influence of emerging countries on IDC architecture has brought profound changes to the cooperation landscape. At the same time, emerging countries, generally classified as middle-income countries, still remain at high levels of poverty, stimulating a debate on whether such resources used in international cooperation would not have a better destination in the domestic environment. Therefore, why would a developing country with serious socio-economic problems provide international cooperation? On the one hand, the official discourse at the time, especially between 2003 and 2014, was that the Brazilian cooperation, particularly in its technical modality, was based on ideals of solidarity and on the exchange of common experiences having no material interests. On the other, analysts point to the political and economic interests in its execution. This research contributes to this debate through an empirical analysis of the Brazilian Technical Cooperation (TC) allocation patterns between 2000 and 2016. Departing from the literature on foreign aid determinants, this study analyzes the relationship between TC expenditures by the Brazilian government and economic and political variables related to Brazil\'s geopolitical interests in the international scenario and socioeconomic variables related to the recipient needs. Thus, this research analyzes the determinants of Brazilian TC projects expenditures allocation. The results indicate a relationship between Brazilian technical cooperation and variables related to economic and political interests, such as subsidized loans through BNDES, exports and political support of recipients to Brazil in International Organizations; and variables related to the recipients\' needs, such as socioeconomic development and democratic quality.