<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762017000200455</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i2p455-480</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas educacionais democratizantes no Brasil e a internacionalização das avaliações das escolas em um contexto emergente]]></article-title>
<article-title xml:lang="en"><![CDATA[Democratizing educational policies in Brazil and the internationalization of the school&#8217;s evaluation in an emergent context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bittencourt]]></surname>
<given-names><![CDATA[Zoraia Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morosini]]></surname>
<given-names><![CDATA[Marília Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul Escola de Humanidades ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>455</fpage>
<lpage>480</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000200455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000200455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000200455&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este artigo prop&#245;e-se a analisar as atuais pol&#237;ticas educacionais brasileiras de acesso escolar propostas pelo governo federal em sua rela&#231;&#227;o com um cen&#225;rio de avalia&#231;&#245;es externas voltadas &#224; internacionaliza&#231;&#227;o da educa&#231;&#227;o. Entre o questionamento da escola como l&#243;cus da reprodu&#231;&#227;o social e a problematiza&#231;&#227;o de uma educa&#231;&#227;o orientada pela efici&#234;ncia, est&#225; ocorrendo, contempor&#226;nea e concomitantemente, o ingresso de grandes contingentes populacionais nos espa&#231;os escolares, os quais v&#234;m apresentando baixo rendimento nas avalia&#231;&#245;es de muitas institui&#231;&#245;es p&#250;blicas de Educa&#231;&#227;o B&#225;sica. O surgimento destas pol&#237;ticas ocorre a partir da divulga&#231;&#227;o de baixos resultados nas provas, tendo como objetivo atingir melhores patamares em rela&#231;&#227;o &#224;s metas exigidas pelos organismos de regula&#231;&#227;o internacionais. A metodologia deste estudo aproxima-se de um Estado do Conhecimento e foi realizada a partir da An&#225;lise de Conte&#250;do dos trabalhos publicados no per&#237;odo de 2010-2015 nas Reuni&#245;es Nacionais da Associa&#231;&#227;o Nacional de P&#243;s-Gradua&#231;&#227;o e Pesquisa em Educa&#231;&#227;o (ANPEd). As conclus&#245;es apontam para presen&#231;a de pol&#237;ticas nacionais democratizantes limitadas por press&#245;es internacionais e pela tens&#227;o entre um contexto tradicional, um contexto neoliberal e um contexto emergente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This paper aims at an analysis of the current Brazilian educational policies for school inclusion posed by the Federal Government amidst a scenario of external evaluations towards the internationalization of education. Between the inquiry of the school as an environment of social reproduction and the problematization of an efficiency-oriented education, there is the incoming of great populational contingents in the school environments, contingents that have been showing poor efficiency in the evaluations of many public institutions of early child, primary and secondary education. The arising of these policies happen after the publishing and broadcasting of these negative results and their aims are to reach better levels in relation to the goals established by the international organizations that regulate them. The methodology of this study has approaches with State of Knowledge and it was realized since Content Analysis of publications from 2010 to 2015 in meetings of National Association of Postgraduate and Research in Education (ANPEd). The conclusions point to the presence of national democratizing policies limited by international pressures and by the tension between a traditional context, a neo-liberal context and an emergent one.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Democratizantes]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação das Escolas]]></kwd>
<kwd lng="pt"><![CDATA[Contextos Emergentes]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Democratizing Policies]]></kwd>
<kwd lng="en"><![CDATA[School&#8217;s Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Emergents Contexts]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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