<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592018000300299</article-id>
<article-id pub-id-type="doi">10.18593/r.v0i0.16476</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os desafios para o processo de democratização da escola pública]]></article-title>
<article-title xml:lang="en"><![CDATA[The challenges for the democratization process of the public school]]></article-title>
<article-title xml:lang="es"><![CDATA[Los desafíos para el procedimiento de democratización de la escuela pública]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Daniela de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peroni]]></surname>
<given-names><![CDATA[Vera Maria Vidal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Departamento de Planejamento e Administração Escolar ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>esp</numero>
<fpage>299</fpage>
<lpage>326</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592018000300299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592018000300299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592018000300299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O objetivo com este estudo foi analisar as consequ&#234;ncias para a democratiza&#231;&#227;o da escola causadas pelo processo de transi&#231;&#227;o pol&#237;tica brasileira relativo ao final da Ditadura Civil-Militar (1964-1985) at&#233; a promulga&#231;&#227;o da Constitui&#231;&#227;o Federal de 1988. Fernandes (2005) afirma que as transi&#231;&#245;es pol&#237;ticas brasileiras se caracterizam por meio dos &#8220;pactos pelo alto&#8221;, o que acaba por promover a manuten&#231;&#227;o do controle das elites dirigentes e, no caso espec&#237;fico do contexto ora compreendido, a perman&#234;ncia da influ&#234;ncia pol&#237;tica das for&#231;as militares, ap&#243;s o final do regime de exce&#231;&#227;o. A metodologia utilizada no desenvolvimento do estudo foi a an&#225;lise bibliogr&#225;fica e normativa. Com base no recorte hist&#243;rico-normativo, foram analisados os primeiros Atos Institucionais, medidas arbitr&#225;rias impostas pelo poder executivo e que caracterizaram uma das manifesta&#231;&#245;es de poder e autoridade. S&#227;o apresentados aspectos referentes ao processo de redemocratiza&#231;&#227;o do Pa&#237;s, com destaque para a aprova&#231;&#227;o da Lei de Anistia (Lei n. 6683/79) e sobre o papel das organiza&#231;&#245;es e os f&#243;runs em defesa da democracia e da escola p&#250;blica, bem como sobre os desafios na efetiva&#231;&#227;o da democratiza&#231;&#227;o da escola. Como encaminhamentos finais, considerando que a transi&#231;&#227;o democr&#225;tica &#233; tida como incompleta e inacabada, acrescido do processo de reconfigura&#231;&#227;o do papel do Estado, a partir dos anos 1990, por meio do repasse da responsabilidade na promo&#231;&#227;o do direito &#224; educa&#231;&#227;o para as entidades privadas, com primazia da gest&#227;o gerencial, em contraposi&#231;&#227;o &#224; gest&#227;o democr&#225;tica, tem-se, com isso, um afastamento gradativo dos mecanismos de democratiza&#231;&#227;o da escola, consagrados pela Carta Pol&#237;tica de 1988. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of the study is to analyze the consequences for the democratization of the school through the Brazilian political transition process, related to the end of the Civil-Military Dictatorship (1964-1985) until the enactment of the Federal Constitution of 1988. Fernandes (2005) argues that Brazilian political transitions are characterized by &#8220;pactos por alto&#8221;, which ultimately promotes the maintenance of the control of the ruling elites, and in the specific case, the context here understood, the permanence of the political influence of the military forces, after the end of the regime of exception. The methodology used in the development of the study was the bibliographical and normative analysis. Based on the historical-normative clipping, the first Institutional Acts, arbitrary measures imposed by the executive power and that characterized one of the manifestations of power and authority, were analyzed. There are aspects related to the country&#8217;s re-democratization process, with emphasis on the approval of the Amnesty Law (Law n. 6.683/79) and on the role of organizations and forums in defense of democracy and the public school, as well as on the the democratization of the school. As final referrals, considering that the democratic transition is seen as incomplete and unfinished, and the process of reconfiguration of the state&#8217;s role since the 1990s, through the transfer of responsibility in promoting the right to education for private The primacy of managerial management, as opposed to democratic management, leads to a gradual departure from the democratization mechanisms of the school, enshrined in the 1988 Political Charter. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  El objetivo del estudio es analizar, a trav&#233;s del proceso de transici&#243;n pol&#237;tica brasile&#241;a, relativo al final de la Dictadura Civil-Militar (1964-1985) hasta la promulgaci&#243;n de la Constituci&#243;n Federal de 1988, las consecuencias para la democratizaci&#243;n de la escuela. (En el caso espec&#237;fico, del contexto ya comprendido, la permanencia de las mismas, en el caso concreto, del contexto actual, de la influencia pol&#237;tica de las fuerzas militares, tras el final del r&#233;gimen de excepci&#243;n. La metodolog&#237;a utilizada en el desarrollo del estudio fue el an&#225;lisis bibliogr&#225;fico y normativo. Con base en el recorte hist&#243;rico-normativo, se analizaron los primeros Actos Institucionales, medidas arbitrarias impuestas por el poder ejecutivo y que caracterizaron una de las manifestaciones de poder y autoridad. Se presentan aspectos referentes al proceso de redemocratizaci&#243;n del pa&#237;s, con destaque para la aprobaci&#243;n de la Ley de Amnist&#237;a (Ley n. 6683/79) y sobre el papel de las organizaciones y los foros en defensa de la democracia y la escuela p&#250;blica, as&#237; como, desaf&#237;os en la efectivizaci&#243;n de la democratizaci&#243;n de la escuela. Como encaminamientos finales, considerando que la transici&#243;n democr&#225;tica se considera incompleta e inacabada, m&#225;s el proceso de reconfiguraci&#243;n del papel del Estado, a partir de los a&#241;os 1990, a trav&#233;s del traspaso de la responsabilidad en la promoci&#243;n del derecho a la educaci&#243;n para las entidades privadas, la primac&#237;a de la gesti&#243;n gerencial, en contraposici&#243;n, la gesti&#243;n democr&#225;tica, se tiene con ello un alejamiento gradual de los mecanismos de democratizaci&#243;n de la escuela, consagrados por la Carta Pol&#237;tica de 1988. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estado Brasileiro]]></kwd>
<kwd lng="pt"><![CDATA[Ditadura Civil-Militar]]></kwd>
<kwd lng="pt"><![CDATA[Transição Política]]></kwd>
<kwd lng="pt"><![CDATA[Processo de Redemocratização]]></kwd>
<kwd lng="pt"><![CDATA[Gestão Democrática da Escola]]></kwd>
<kwd lng="en"><![CDATA[Brazilian State]]></kwd>
<kwd lng="en"><![CDATA[Civil-Military Dictatorship]]></kwd>
<kwd lng="en"><![CDATA[Political Transition]]></kwd>
<kwd lng="en"><![CDATA[Redemocratization Process]]></kwd>
<kwd lng="en"><![CDATA[Democratic Management of the School]]></kwd>
<kwd lng="es"><![CDATA[Estado Brasileño]]></kwd>
<kwd lng="es"><![CDATA[Dictadura Civil-Militar]]></kwd>
<kwd lng="es"><![CDATA[Transición Política]]></kwd>
<kwd lng="es"><![CDATA[Proceso de Redemocratización]]></kwd>
<kwd lng="es"><![CDATA[Gestión Democrática de la Escuela]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Estado e Miséria no Brasil. De Getúlio a Geisel]]></source>
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</article>
