<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052018000300063</article-id>
<article-id pub-id-type="doi">10.12957/teias.2018.36213</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO, MERITOCRACIA E PERFORMATIVIDADE: UMA ANÁLISE DA POLÍTICA EDUCACIONAL PERNAMBUCANA]]></article-title>
<article-title xml:lang="en"><![CDATA[EVALUATION, MERITOCRACY, AND PERFORMATIVITY: AN ANALYSIS OF THE EDUCATIONAL POLICY OF PERNAMBUCO]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN, MERITOCRACIA Y PERFORMACIÓN: UN ANÁLISIS DE LA POLÍTICA EDUCACIONAL PERNAMBUCANA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Sergio Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Angela Maria Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFPB Grupo de Pesquisa - Psicologia Educacional, formação e infância - estudos sobre classes populares e educação pública - PEFI ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Paraíba Programa de Pós-Graduação em Educação Departamento de Psicologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>19</volume>
<numero>54</numero>
<fpage>63</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052018000300063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052018000300063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052018000300063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, investiga-se a política educacional do Modelo de Gestão Todos por Pernambuco, considerando-se sua perspectiva neoliberal e gerencial e focando-se, especificamente, a sua política de avaliação de desempenho educacional. O estudo desenvolve-se por meio de pesquisa bibliográfica e documental e apoia-se no referencial teórico-metodológico da Abordagem do Ciclo de Políticas (BOWE; BALL; GOLD, 1992). Constata-se no estudo que a sua política de avaliação de desempenho educacional articula inúmeras tecnologias para promover processos de responsabilização, meritocracia e performatividade, como meios de garantir uma educação de &#8220;qualidade&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article investigates the educational policy of the Management Model All by Pernambuco, considering its neoliberal perspective and managerial skills and focusing, specifically, its policy of evaluation of educational performance. The study develops by means of a bibliographic and documentary research and supports the theoretical-methodological Approach of the Cycle of Policies (BOWE; BALL; GOLD, 1992). It is noted in the study that its policy of evaluation of educational performance articulates several technologies to promote accountability processes, meritocracy, and performativity, as a means of ensuring an education of "quality".]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo, se investiga la política educativa del Modelo de Gestión Todos por Pernambuco, considerando su perspectiva neoliberal y las destrezas gerenciales y centrándose, específicamente su política de evaluación de desempeño educativo. El estudio se desarrolla por medio de una investigación bibliográfica y documental y se apoya en el referencial teórico-metodológico del Enfoque del Ciclo de Políticas (BOWE, BALL, GOLD, 1992). Se constata en el estudio que su política de evaluación de desempeño educativo articula innumerables tecnologías para promover procesos de responsabilización, meritocracia y performatividad, como medios de asegurar una educación de calidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gerencialismo]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação de desempenho educacional]]></kwd>
<kwd lng="en"><![CDATA[Managerialism]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Evaluation of educational performance]]></kwd>
<kwd lng="es"><![CDATA[Gerencialismo]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Evaluación de desempeño educativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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