<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782013000200002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mudanças no Estado-avaliador: comparativismo internacional e teoria da modernização revisitada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Almerindo Janela]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<volume>18</volume>
<numero>53</numero>
<fpage>267</fpage>
<lpage>284</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782013000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782013000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782013000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Depois de rever algumas características da primeira fase do Estado-avaliador, o exercício delineado neste texto começa por revisitar brevemente a (velha) teoria da modernização para, em seguida, sugerir que alguns dos seus pressupostos continuam, em grande medida, a estar subjacentes ao atual comparativismo internacional avaliador que se tem vindo a constituir como agenda política, crescentemente dominante, pelo menos, desde os finais dos anos de 1990, e à qual corresponde o que o autor designa de segunda fase (ou reconfiguração) do Estado-avaliador. O artigo procura ainda levantar algumas questões e hipóteses em torno de uma terceira fase (a fase pós-Estado-avaliador), a qual, apresentando ainda contornos pouco definidos, pode vir a inscrever-se, com crescente evidência, na continuidade da expansão capitalista das políticas de privatização e mercadorização da educação (e da avaliação).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[After reviewing some of the features of the first phase of the evaluative State, the practice outlined in this article starts by briefly revisiting the (old) modernization theory before suggesting that some of its assumptions continue to a large extent to underlie the current international evaluative comparativism. This has become an increasingly dominant political agenda, at least since the late 1990s. Indeed, such period corresponds to what the author calls the second phase (or reconfiguration) of the evaluative State. The article further seeks to raise some questions and hypotheses about a third phase (the post-evaluative State phase) which, although as yet poorly defined, may become part of the continued capitalist expansion of policies of privatization and commodification of education (and evaluation).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Tras analizar algunas características de la primera fase del Estado evaluador, el ejercicio planteado en este texto comienza repasando brevemente la (vieja) teoría de la modernización para, a continuación, sugerir que algunos de sus presupuestos siguen, en gran medida, subyacentes en el actual comparativismo internacional evaluador que se ha constituido como agenda política, cada vez más dominante, por lo menos, desde finales de los años noventa del siglo pasado, y a la que corresponde lo que el autor denomina segunda fase (o reconfiguración) del Estado evaluador. El artículo también intenta plantear algunas cuestiones e hipótesis sobre una tercera fase (la fase posterior al Estado evaluador), que, aunque todavía presenta unos límites poco definidos, puede inscribirse, de forma cada vez más evidente, en la continuidad de la expansión capitalista de las políticas de privatización y mercantilización de la educación (y de la evaluación).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria da Modernização]]></kwd>
<kwd lng="pt"><![CDATA[Reconfiguração do Estado-Avaliador]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Comparada Internacional]]></kwd>
<kwd lng="en"><![CDATA[Modernization Theory]]></kwd>
<kwd lng="en"><![CDATA[Reconfiguration of the Evaluative State]]></kwd>
<kwd lng="en"><![CDATA[International Comparative Evaluation]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la Modernización]]></kwd>
<kwd lng="es"><![CDATA[Reconfiguración del Estado Evaluador]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Comparada Internacional]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Mudan&ccedil;as  no Estado-avaliador: comparativismo internacional e teoria da moderniza&ccedil;&atilde;o  revisitada.</h2> <h3>Changes in the evaluative State: international  comparativism and the theory of modernization revisited.</h3> <h3>Cambios  en el Estado evaluador: comparativismo internacional y teor&iacute;a de la  modernizaci&oacute;n revisitada.</h3> <h4>Almerindo  Janela Afonso</h4> </font>      ]]></body><back>
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