<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000300651</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201609143447</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A perspectiva de Michael Apple para os estudos das políticas educacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Michael Apple&#8217;s contributions to research on educational policy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gandin]]></surname>
<given-names><![CDATA[Luís Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Iana Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,luis.gandin@ufrgs.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,iana_glima@yahoo.com.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<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>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>651</fpage>
<lpage>664</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000300651&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000300651&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000300651&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar as contribui&#231;&#245;es de Michael Apple para o campo da pesquisa em pol&#237;ticas educacionais. Na extensa obra de Michael Apple, destacamos seis elementos que podem auxiliar aqueles que est&#227;o interessados na &#225;rea de pol&#237;ticas em educa&#231;&#227;o: o princ&#237;pio epistemol&#243;gico da an&#225;lise relacional; o exame do Estado como rela&#231;&#227;o; a heran&#231;a de Antonio Gramsci e de Raymond Williams que Michael Apple incorpora no uso de conceitos como hegemonia e senso comum; a an&#225;lise que Michael Apple faz das pol&#237;ticas educacionais como pol&#237;ticas culturais, como disputas por vis&#227;o de mundo, como luta por consolida&#231;&#227;o de uma hegemonia que vai al&#233;m do econ&#244;mico; a sua postura de pesquisador; e a capacidade que Michael Apple tem de ir al&#233;m da l&#243;gica da reprodu&#231;&#227;o e determina&#231;&#227;o para enfatizar o papel da ag&#234;ncia e da contra-hegemonia. Atrav&#233;s de exemplos pr&#225;ticos da pr&#243;pria obra de Apple e de outras pesquisas emp&#237;ricas, apresentam-se as implica&#231;&#245;es de cada um dos seis pontos acima citados para os pesquisadores interessados na &#225;rea de pol&#237;ticas educacionais. Conclui-se que muitas das contribui&#231;&#245;es de Apple podem auxiliar em pesquisas nessa &#225;rea, tendo em vista a discuss&#227;o que o autor realiza em sua obra e sua cr&#237;tica ao determinismo econ&#244;mico nas an&#225;lises do campo educacional, salientando a import&#226;ncia, assim, de aspectos que est&#227;o relacionados &#224; esfera da cultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims at analyzing Michael Apple&#8217;s contributions to research on educational policy. Among the vast work of Apple, we point to six elements that can help those interested in the field of educational policy: the epistemological principle of relational analysis; examining the State as a relation; the legacy of Antonio Gramsci and Raymond Williams that Michael Apple incorporates into the use of concepts such as hegemony and common sense; Apple&#8217;s analysis of educational policy as cultural policy, as disputes over worldview, as a struggle for the consolidation of hegemony that goes beyond economy; his attitude as a researcher; and his ability of going beyond the logics of reproduction and determination to emphasize the role of agency and counter-hegemony. Through concrete examples of Apple&#8217;s own work and of other empirical research, we present the implications of each of the six elements aforementioned to the scholars interested in educational policy. We conclude by showing that many of Apple&#8217;s contributions can indeed improve on current research in the area, particularly taking into consideration his critique of economic determinism in educational analysis, pointing out to the crucial role of culture in research.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Michael Apple]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Análise relacional]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia da educação]]></kwd>
<kwd lng="en"><![CDATA[Michael Apple]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Relational analysis]]></kwd>
<kwd lng="en"><![CDATA[Sociology of education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[APPLE]]></surname>
<given-names><![CDATA[Michael W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação e poder]]></source>
<year></year>
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</nlm-citation>
</ref>
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<name>
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<given-names><![CDATA[Michael W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ideologia e currículo]]></source>
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<edition>3</edition>
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</nlm-citation>
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</name>
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<source><![CDATA[Política cultural e educação]]></source>
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<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
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</nlm-citation>
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<given-names><![CDATA[Michael W.]]></given-names>
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<source><![CDATA[Trabalho docente e textos: economia política das relações de classe e de gênero em educação]]></source>
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<ref id="B5">
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<person-group person-group-type="author">
<name>
<surname><![CDATA[GANDIN]]></surname>
<given-names><![CDATA[Luís Armando]]></given-names>
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<source><![CDATA[Discourse: Studies in the Cultural Politics of Education]]></source>
<year></year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>235-52</page-range><publisher-loc><![CDATA[Milton Park, Reino Unido ]]></publisher-loc>
</nlm-citation>
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<ref id="B6">
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<article-title xml:lang="en"><![CDATA[Can critical democracy last? Porto Alegre and the struggle over &#8216;thick&#8217; democracy in education]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year></year>
<volume>27</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>621-39</page-range><publisher-loc><![CDATA[Milton Park, Reino Unido ]]></publisher-loc>
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<source><![CDATA[A adoção de &#8220;programas de intervenção pedagógica&#8221; e as novas dinâmicas no trabalho docente: uma análise a partir de três escolas estaduais do Rio Grande do Sul, Brasil]]></source>
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<publisher-loc><![CDATA[Porto Alegre, Rio Grande do Sul, Brasil ]]></publisher-loc>
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</back>
</article>
