<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992018000300605</article-id>
<article-id pub-id-type="doi">10.14244/198271992877</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Federalismo e Planejamento Educacional: uma an&#225;lise a partir do Plano de A&#231;&#245;es Articuladas (PAR)]]></article-title>
<article-title xml:lang="en"><![CDATA[Federalism and educational planning: an analysis from the articulated actions plan]]></article-title>
<article-title xml:lang="es"><![CDATA[Federalismo y planeamiento educacional: un análisis a partir del plano de acciones articuladas (par)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Karla Cristina Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Alda Maria Duarte Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>605</fpage>
<lpage>620</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992018000300605&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992018000300605&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992018000300605&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute as diferentes concep&#231;&#245;es de federalismo e a sua influ&#234;ncia no planejamento educacional, em especial, no Plano de A&#231;&#245;es Articuladas (PAR), elaborado para imprimir mais dinamicidade e organicidade &#224;s pol&#237;ticas educacionais. Trata-se de uma pesquisa bibliogr&#225;fica e documental. O artigo se estrutura na primeira se&#231;&#227;o, para discutir o federalismo e suas dimens&#245;es com destaque para o federalismo enquanto pacto, entendido como uma forma de organiza&#231;&#227;o pol&#237;tica-administrativa do territ&#243;rio que conforma a necessidade de um compartilhamento horizontal de poder; a segunda se&#231;&#227;o destaca os antecedentes hist&#243;ricos e as principais formas de federalismo, adotadas no Brasil. A terceira se&#231;&#227;o situa o marco regulat&#243;rio da Constitui&#231;&#227;o Federal de 1988, as mudan&#231;as no regime de federalismo, e a repercuss&#227;o nas pol&#237;ticas educacionais. A quarta se&#231;&#227;o discute as implica&#231;&#245;es desse modelo de federalismo no planejamento educacional tendo, como refer&#234;ncia, o PAR que visa fortalecer o regime de colabora&#231;&#227;o. Os estudos evidenciam que o federalismo brasileiro, desde a sua origem, foi marcado por tens&#245;es caracterizadas ora por processos de centraliza&#231;&#227;o, ora de descentraliza&#231;&#227;o, n&#227;o se materializando em um federalismo cooperativo ou interdependente. No caso espec&#237;fico do Plano de A&#231;&#245;es Articuladas, o governo federal utiliza-se do discurso de autonomia e descentraliza&#231;&#227;o dos entes subnacionais; na pr&#225;tica, o que ocorre &#233; a indu&#231;&#227;o de pol&#237;ticas educacionais com forte inger&#234;ncia do governo central nos munic&#237;pios, transformando-os em meros executores de a&#231;&#245;es, cerceando a autonomia dos mesmos. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article discusses the different conceptions of federalism, highlighting federalism as a pact, and analyzes its influence in educational planning, especially in the Articulated Actions Plan (PAR), a strategic plan elaborated to give more dynamism and organicity to educational policies. It is a bibliographic and documental research. The article is structured in sections, the first of which discusses the federalism and its dimensions, highlighting federalism as a pact, understood as a form of political-managerial organization of the territory that confirms the need for a horizontal sharing of power; the second section highlights the historical antecedents and the main forms of federalism adopted in Brazil. The third section places the 1998 Federal Constitution&#8217;s regulatory mark, the changes in the federalism regime and the educational policies repercussion. The fourth section discusses the implications of this model of federalism in the educational planning, having as reference the PAR which aims to reinforce the collaborative regime. The studies shows that the Brazilian federalism, since its origin, was marked by tensions that were characterized at times as centralization processes, at times as decentralization, not materializing themselves in a cooperative or interdependent federalism. In the specific case of the Articulated Actions Plan, the federal government uses the discourse of autonomy and decentralization of the subnational entities, yet in practice what happens is the induction of educational politics with strong interference of the central government, transforming those entities into mere action executors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El art&#237;culo discute las diferentes concepciones del federalismo con &#233;nfasis en el federalismo como pacto y analiza la influencia de dicha forma de federalismo en el planeamiento educacional, en especial en el Plano de A&#231;&#245;es Articuladas (PAR), un plan estrat&#233;gico elaborado para dar mayor dinamicidad y organicidad a las pol&#237;ticas educacionales. Se trata de una investigaci&#243;n bibliogr&#225;fica y documental. El art&#237;culo se estructura en secciones. La primera secci&#243;n analiza el federalismo y sus dimensiones con destaque en el federalismo como pacto, entendido como una forma de organizaci&#243;n pol&#237;tica-administrativa del territorio que conforma la necesidad de una forma horizontal de compartir el poder; la segunda secci&#243;n destaca los antecedentes hist&#243;ricos y las principales formas de federalismo adoptadas en Brasil. La tercera secci&#243;n aborda el marco regulatorio de la Constitui&#231;&#227;o Federal de 1988, los cambios en el r&#233;gimen del federalismo y su repercusi&#243;n en las pol&#237;ticas educacionales. La cuarta secci&#243;n discute las implicaciones de ese modelo de federalismo en el planeamiento educacional teniendo como referencia el PAR que busca fortalecer el r&#233;gimen de colaboraci&#243;n. Los estudios evidencian que el federalismo brasile&#241;o desde su origen fue marcado por tensiones que se caracterizan en unas ocasiones por procesos de centralizaci&#243;n y, en otras, por procesos de descentralizaci&#243;n, sin que se materialice en un federalismo cooperativo o interdependiente. En el caso espec&#237;fico del Plano de A&#231;&#245;es Articuladas el gobierno federal emplea el discurso de autonom&#237;a y descentralizaci&#243;n de los entes federados, y en la pr&#225;ctica promueve la inducci&#243;n de pol&#237;ticas educacionales con injerencia del gobierno central en los municipios, transform&#225;ndolos en meros ejecutores de acciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Federalismo]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento educacional]]></kwd>
<kwd lng="pt"><![CDATA[Plano de Ações Articuladas]]></kwd>
<kwd lng="en"><![CDATA[Federalism]]></kwd>
<kwd lng="en"><![CDATA[Educational planning]]></kwd>
<kwd lng="en"><![CDATA[Articulated actions plan]]></kwd>
<kwd lng="es"><![CDATA[Federalismo]]></kwd>
<kwd lng="es"><![CDATA[Planeamiento educacional]]></kwd>
<kwd lng="es"><![CDATA[Plano de Ações Articuladas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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