<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312022000100218</article-id>
<article-id pub-id-type="doi">10.18222/eae.v33.8726</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DISCURSO DA GESTÃO ESCOLAR DEMOCRÁTICA EM UMA POLÍTICA DE AVALIAÇÃO PARTICIPATIVA]]></article-title>
<article-title xml:lang="es"><![CDATA[DISCURSO DE LA GESTIÓN ESCOLAR DEMOCRÁTICA EN UNA POLÍTICA DE EVALUACIÓN PARTICIPATIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE DISCOURSE OF DEMOCRATIC SCHOOL MANAGEMENT IN A PARTICIPATORY EVALUATION POLICY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BATISTA]]></surname>
<given-names><![CDATA[NEUSA CHAVES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>33</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312022000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312022000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312022000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo analisa as repercussões de uma política de avaliação participativa da educação sobre o discurso de atores escolares quanto às percepções e práticas de gestão democrática. Trata-se de ação pública que propõe a avaliação de indicadores educacionais com participação de todos os segmentos da comunidade escolar. Utilizam- -se pressupostos da análise crítica do discurso. A fonte empregada compõe-se pelas justificativas emitidas por 232 escolas sobre metas e ações de gestão democrática para a rede estadual de ensino do Rio Grande do Sul. A análise aponta a predominância de discursividades sobre as dificuldades para a implementação da gestão democrática na escola pública. Reproduzem-se discursos que preservam certa estrutura hierárquica de posições institucionalizadas nas tomadas de decisões.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio analiza las repercusiones de una política de evaluación participativa de la educación sobre el discurso de actores escolares en lo que se refiere a las percepciones y prácticas de gestión democrática. Se trata de una acción pública que propone la evaluación de indicadores educativos con la participación de todos los segmentos de la comunidad escolar. Se utilizan suposiciones del análisis crítico del discurso. La fuente utilizada se compone de las justificaciones emitidas por 232 escuelas sobre metas y acciones de gestión democrática para la red estadual de enseñanza de Rio Grande do Sul. El análisis apunta el predominio de discursividades sobre las dificultades para implementar la gestión democrática en la escuela pública. Se reproducen discursos que preservan alguna estructura jerárquica de posiciones institucionalizadas en las tomas de decisión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present study analyzes the impacts of a participatory evaluation policy of education on the discourse of school actors regarding perceptions and practices of democratic management. This is a public action that proposes the evaluation of educational indicators, with the participation of all segments of the school community. The present study uses assumptions of critical discourse analysis. The source consists of the justifications issued by 232 schools about goals and actions of democratic management for the state school system of Rio Grande do Sul. The analysis points to the predominance of discourses about the difficulties of implementing democratic management in public schools. Discourses that preserve some hierarchical structure of institutionalized positions in decision- -making are reproduced.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO PARTICIPATIVA]]></kwd>
<kwd lng="pt"><![CDATA[GESTÃO DEMOCRÁTICA]]></kwd>
<kwd lng="pt"><![CDATA[ESCOLA PÚBLICA.]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN PARTICIPATIVA]]></kwd>
<kwd lng="es"><![CDATA[GESTIÓN DEMOCRÁTICA]]></kwd>
<kwd lng="es"><![CDATA[ESCUELA PÚBLICA.]]></kwd>
<kwd lng="en"><![CDATA[PARTICIPATORY EVALUATION]]></kwd>
<kwd lng="en"><![CDATA[DEMOCRATIC MANAGEMENT]]></kwd>
<kwd lng="en"><![CDATA[PUBLIC SCHOOL.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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