<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092020000100162</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.15379.095</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um debate sobre terceirização da alfabetização: um novo velho modelo de currículo (re)nasce]]></article-title>
<article-title xml:lang="en"><![CDATA[A debate on outsourcing literacy: a new old curriculum model (re)born]]></article-title>
<article-title xml:lang="es"><![CDATA[Un debate sobre subcontratación de la alfabetización: un nuevo antiguo modelo de currículo (re)nace]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Elaine Constant Pereira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria Elisa Vieira da Cunha Cardoso de]]></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[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100162&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda a transferência de uma política pública para a alfabetização escolar, portanto estatal, para uma Organização Não Governamental (ONG): o Instituto Ayrton Senna (IAS). As análises consideraram as possíveis implicações da perspectiva curricular para redes públicas brasileiras, a partir da parceria público-privada. O estudo privilegiou uma análise documental, pois essa abordagem vem crescendo no campo das políticas educacionais e, no caso desta investigação, auxiliou na compreensão do Guia Educação Integral na Alfabetização do IAS, assim como do processo de terceirização das propostas para a alfabetização pelo terceiro setor. O estudo conclui que a parceria, além de permitir a associação às prerrogativas capitalistas e à alteração do papel do Estado na Educação, também integrou as ideias das competências socioemocionais em uma &#8220;nova velha&#8221; proposta curricular voltada à alfabetização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article deals with the transfer of a public policy for school literacy, therefore originally belonging to the state, to a Non-Governmental Organization (NGO): Ayrton Senna Institute (ASI). The analysis considered the possible implications of the curriculum perspective for Brazilian public networks, based on the public-private partnership. The study favored a documentary analysis, as this approach has been growing in the field of education policies and, in the case of this present investigation, it helped to understand the ASI Comprehensive Education in Literacy Guide, as well as in the process of outsourcing proposals for literacy by the third sector. The study concludes that the partnership, in addition to allowing the association with capitalist ideas and changing the role of the State in Education, also integrated the ideas of socio-emotional competences in a &#8220;new old&#8221; curriculum proposal for literacy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo aborda la transferencia de una política pública para la alfabetización escolar, por lo tanto estatal, para una Organización No Gubernamental (ONG): el Instituto Ayrton Senna (IAS). Los análisis consideraron las posibles implicaciones de la perspectiva curricular para redes públicas brasileñas, a partir de la asociación público-privada. El estudio privilegió un análisis documental, ya que este enfoque ha ido creciendo en el campo de las políticas educativas y, en el caso de esta investigación, ayudó en la comprensión de la Guía de Educación Integral en Alfabetización del IAS, así como del proceso de subcontratación de las propuestas de alfabetización por parte del tercer sector. El estudio concluye que la sociedad, además de permitir la asociación con ideas capitalistas y con el cambio del papel del Estado en la Educación, también integró las ideas de las competencias socioemocionales en una "nueva y vieja" propuesta curricular para la alfabetización.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Parceria público-privada]]></kwd>
<kwd lng="pt"><![CDATA[Política pública]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Public-private partnership]]></kwd>
<kwd lng="en"><![CDATA[Public policy]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Asociación público-privada]]></kwd>
<kwd lng="es"><![CDATA[Política pública]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
