<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362018000100112</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362018002601074</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A &#8220;realidade&#8221; de cada escola e a recepção de políticas educacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[The &#8220;reality&#8221; of each school and the reception of education policie]]></article-title>
<article-title xml:lang="es"><![CDATA[La realidad de la escuela y la recepción de las políticas educacionales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosistolato]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado]]></surname>
<given-names><![CDATA[Ana Pires do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Leane Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>98</numero>
<fpage>112</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362018000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362018000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362018000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A investiga&#231;&#227;o tem como objetivo compreender a recep&#231;&#227;o de uma pol&#237;tica educacional nacional em contexto local, levando em considera&#231;&#227;o a perspectiva de gestores de uma Secretaria Municipal de Educa&#231;&#227;o, gestores de escolas e de representantes sindicais. A proposta &#233; analisar as leituras, as interpreta&#231;&#245;es e as reinterpreta&#231;&#245;es de pol&#237;ticas nacionais nos munic&#237;pios. Nosso foco &#233; a recep&#231;&#227;o da Prova Brasil, e dos dados por ela produzidos. Descreveremos um cen&#225;rio em que a Prova Brasil n&#227;o &#233; compreendida integralmente em seus aspectos t&#233;cnicos, o que gera um duplo movimento: por um lado, gestores e sindicalistas entendem que &#233; necess&#225;rio realizar avalia&#231;&#245;es em larga escala, por outro criticam a padroniza&#231;&#227;o das avalia&#231;&#245;es. Suas cr&#237;ticas s&#227;o sustentadas por refer&#234;ncias &#224;s &#8220;realidades escolares&#8221;. A valoriza&#231;&#227;o das &#8220;realidades escolares&#8221; tem um duplo sentido: enfatiza as especificidades das escolas e produz interpreta&#231;&#245;es alternativas e divergentes em rela&#231;&#227;o &#224; pol&#237;tica p&#250;blica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This investigation aims at comprehending the reception of national educational policies in a municipal context. The bases of analysis are the perspectives of municipal managers, schools principals and educational unions. We analyze their interpretations and (re)interpretations of national educational policies. Our focus is the Prova Brasil (Brazilian National Examination) and the data produced on its basis. We describe a context where the Prova Brasil is not fully understood in its technical aspects. This circumstance generates ambivalent positions: on one hand principals and trade unionists acknowledge the necessity of external evaluation, but on the other hand they criticize its standardization. The justification of these criticisms is &#8220;school reality&#8221;. The meaning of &#8220;school reality&#8221; is twofold: it points to the specificities of each school inside the educational system and generates interpretations that are alternatives and divergent from the public policy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigaci&#243;n tiene como objetivo comprender la recepci&#243;n de una pol&#237;tica nacional de educaci&#243;n en contexto local, teniendo en cuenta la perspectiva de los gestores de una Secretar&#237;a Municipal de Educaci&#243;n, los directores de escuelas y los representantes del sindicato docente. El objetivo es analizar las interpretaciones y reinterpretaciones de las pol&#237;ticas nacionales en los municipios. El foco es la recepci&#243;n de la Prova Brasil y los datos producidos por esta evaluaci&#243;n. Se describe un contexto de desconocimiento de los aspectos t&#233;cnicos de la Prova Brasil, creando un doble movimiento: por un lado, los directivos y sindicalistas entienden que es necesario realizar la evaluaci&#243;n, pero por otro critican su estandarizaci&#243;n. Sus cr&#237;ticas son apoyadas por referencias a &#8220;realidades escolares&#8221; y la valoraci&#243;n de las &#8220;realidades escolares&#8221; tiene un doble significado: enfatiza aspectos espec&#237;ficos de las escuelas y produce interpretaciones alternativas y divergentes de la pol&#237;tica p&#250;blica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação em larga escala]]></kwd>
<kwd lng="pt"><![CDATA[Prova Brasil]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Large scale evaluation]]></kwd>
<kwd lng="en"><![CDATA[Brazilian National Examination]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Evaluación en gran escala]]></kwd>
<kwd lng="es"><![CDATA[Prova Brasil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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