<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100110</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698219212</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[STREET-LEVEL BUREAUCRACY AND PUBLIC POLICIES: ANALYZING EDUCATIONAL POLICY IMPLEMENTATION FROM THE PERSPECTIVE OF SCHOOLS AND TEACHERS]]></article-title>
<article-title xml:lang="pt"><![CDATA[BUROCRACIA DE RUA E POLÍTICAS PÚBLICAS: ANALISANDO A IMPLEMENTAÇÃO DE POLÍTICAS EDUCACIONAIS SOB A PERSPECTIVA DAS ESCOLAS E PROFESSORES]]></article-title>
<article-title xml:lang="es"><![CDATA[BUROCRACIA A NIVEL DE LA CALLE Y POLÍTICAS PÚBLICAS: ANÁLISIS DE LA IMPLEMENTACIÓN DE POLÍTICAS EDUCATIVAS DESDE LA PERSPECTIVA DE LAS ESCUELAS Y LOS PROFESORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[BREYNNER RICARDO DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEIXOTO]]></surname>
<given-names><![CDATA[MARIA DO CARMO DE LACERDA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper analyzes the implementation of educational policies and the roles of school professionals considering the street-level bureaucracy theory (LIPSKY, 1980). This study assumes that educational reforms elect schools as planning and administration centers, making them and the professionals working there responsible for new attributions which are motivated by improved autonomy, in addition to administrative and educational decentralization. In these contexts, which are marked by schools&#8217; increasing empowerment, the discretionary power exercised by its professionals (teachers, principals, coordinators, among others) is a key element to understanding the availability and implementation of programs and their ability to either influence or change the design of educational policies on a local level. This perspective emphasizes the importance of considering those closer to actions deriving from such policies, that is, the actors who see the bottom-up process because they are in the lower end. According to Lipsky (1980), these are the so-called local policy agents or street-level public agents. As for schools, we understand that to enforce a certain policy, factors such as interpersonal influence, commitments, and informal negotiations are as important as formal processes and regulations. Finally, this study attempts to prove the impacts and contours assumed by changes in school dynamics in terms of translating local educational policies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo analisa a implementação de políticas educacionais e os papéis dos profissionais da escola considerando a teoria da burocracia de rua (LIPSKY, 1980). Este estudo parte do pressuposto de que as reformas educacionais elegem as escolas como centros de planejamento e gestão, responsabilizando-as, a elas e aos profissionais que nela atuam, por novas atribuições motivadas pela melhoria da autonomia, além da descentralização administrativa e educacional. Nestes contextos, marcados pelo crescente empoderamento das escolas, o poder discricionário dos seus profissionais (professores, diretores, coordenadores, entre outros) é um elemento fundamental para compreender a disponibilidade e implementação dos programas e a sua capacidade de influenciar ou modificar a formulação de políticas educacionais em nível local. Essa perspectiva enfatiza a importância de se considerar aqueles mais próximos das ações decorrentes dessas políticas, ou seja, os atores que veem o processo de baixo para cima por estarem na extremidade inferior. Segundo Lipsky (1980), são os chamados agentes de políticas locais ou agentes públicos de rua. Quanto às escolas, entendemos que para fazer cumprir uma determinada política, fatores como influência interpessoal, compromissos e negociações informais são tão importantes quanto processos e regulamentos formais. Por fim, este estudo busca comprovar os impactos e contornos assumidos pelas mudanças na dinâmica escolar em termos de tradução das políticas educacionais locais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN Este artículo analiza la implementación de políticas educativas y los roles de los profesionales escolares considerando la teoría de la burocracia a nivel de calle (LIPSKY, 1980). Este estudio asume que las reformas educativas eligen a las escuelas como centros de planificación y administración, responsabilizándolas a ellas y a los profesionales que allí laboran de nuevas atribuciones motivadas por una mayor autonomía, además de la descentralización administrativa y educativa. En estos contextos, que están marcados por el creciente empoderamiento de las escuelas, el poder discrecional que ejercen sus profesionales (docentes, directores, coordinadores, entre otros) es un elemento clave para comprender la disponibilidad e implementación de los programas y su capacidad para influir o cambiar el diseño de políticas educativas a nivel local. Esta perspectiva enfatiza la importancia de considerar a los más cercanos a las acciones derivadas de tales políticas, es decir, los actores que ven el proceso de abajo hacia arriba porque están en el extremo inferior. Según Lipsky (1980), estos son los denominados agentes de política local o agentes públicos de calle. En cuanto a las escuelas, entendemos que para hacer cumplir una determinada política, factores como la influencia interpersonal, los compromisos y las negociaciones informales son tan importantes como los procesos y regulaciones formales. Finalmente, este estudio intenta probar los impactos y contornos que asumen los cambios en la dinámica escolar en términos de traducir las políticas educativas locales.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Street-level bureaucracy]]></kwd>
<kwd lng="en"><![CDATA[public policy implementation]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="pt"><![CDATA[Burocracia de rua]]></kwd>
<kwd lng="pt"><![CDATA[implementação de políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[políticas educacionais]]></kwd>
<kwd lng="es"><![CDATA[burocracia a nivel de calle]]></kwd>
<kwd lng="es"><![CDATA[implementación de políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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