<?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>S2177-60592018000300327</article-id>
<article-id pub-id-type="doi">10.18593/r.v0i0.16538</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O diretor enquanto gestor e as diferentes pressões e dilemas da prestação de contas na escola pública]]></article-title>
<article-title xml:lang="en"><![CDATA[The director as manager and the different pressures and dilemas of answerability in the state public school]]></article-title>
<article-title xml:lang="es"><![CDATA[El director como gestor y las diferentes pressiones y dilemas de la rendición de cuentas en la escuela pública]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Almerindo Janela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto de Educa ção ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</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>327</fpage>
<lpage>344</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592018000300327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592018000300327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592018000300327&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Em Portugal, as escolas p&#250;blicas dos ensinos b&#225;sico e secund&#225;rio e os jardins de inf&#226;ncia p&#250;blicos foram, na sua maioria, integrados nos designados Agrupamentos de Escolas. Cada um desses agrupamentos, bem como as escolas que n&#227;o foram integradas, regem-se por um modelo de administra&#231;&#227;o no qual se sobressaem dois &#243;rg&#227;os fundamentais: o Diretor, que &#233; o &#243;rg&#227;o (unipessoal) de gest&#227;o, e o Conselho Geral, que &#233; o &#243;rg&#227;o (colegial) de dire&#231;&#227;o. Nesse &#250;ltimo &#243;rg&#227;o participam os representantes de diferentes atores e interesses da Comunidade Educativa (internos e externos). O Diretor presta contas pelas suas decis&#245;es, quer ao Conselho Geral, quer, sobretudo, ao Minist&#233;rio da Educa&#231;&#227;o e outros servi&#231;os da burocracia do Estado com poder fiscalizador e hier&#225;rquico. Mas n&#227;o apenas. Com efeito, em um contexto em que tamb&#233;m &#233; crescente o escrut&#237;nio ou controle das fam&#237;lias e dos stakeholders sobre as escolas e agrupamentos de escolas, sobretudo em rela&#231;&#227;o a resultados acad&#234;micos mensur&#225;veis, as press&#245;es que se exercem sobre o diretor colocam-no, ainda mais, perante formas diferenciadas (e, n&#227;o raras vezes, contradit&#243;rias) de accountability (isto &#233;, processos ambivalentes e heterog&#234;neos de avalia&#231;&#227;o, presta&#231;&#227;o de contas e responsabiliza&#231;&#227;o). O foco neste artigo, no entanto, incide no pilar da presta&#231;&#227;o de contas. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  In Portugal, public elementary and secondary schools and public kindergartens were mostly integrated into the so-called School Groupings. Each of these school grouping, as well as the schools that were not integrated, are governed by a model of administration in which two fundamental bodies stand out: The Director, who is the management body, and the General Council, which is the collegiate body of direction. The Director is accountable for his decisions to the General Council and above all to the Ministry of Education and other departments of the State bureaucracy, with supervisory and hierarchical power. But not only. Indeed, in a context where there is also increasing scrutiny or control of families and stakeholders on schools and school grouping, especially in relation to measurable academic results, the pressures exerted on the director place him even more in the face of differentiated (and not infrequently contradictory) forms of accountability (i.e., ambivalent and heterogeneous processes of evaluation, answerability, and responsibilization). This article, however, focuses mainly on the pillar of answerability. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  En Portugal, las escuelas p&#250;blicas de la ense&#241;anza no superior y jardines de infancia p&#250;blicos se han integrado, en su mayor&#237;a, en agrupamientos escolares. Cada uno de estos agrupamientos, as&#237; como las escuelas que no fueron integradas, se rigen por un modelo de administraci&#243;n donde sobresalen dos &#243;rganos fundamentales: el Director, que es el &#243;rgano (unipersonal) de gesti&#243;n, y el Consejo General, que es el &#243;rgano (colegial) de direcci&#243;n. En este &#250;ltimo &#243;rgano participan los representantes de diferentes actores e intereses de la Comunidad Educativa (internos y externos). El Director rendir&#225; cuentas por sus decisiones, tanto al Consejo General, as&#237; como, sobre todo, al Ministerio de Educaci&#243;n y otros servicios de la burocracia del Estado, con poder fiscalizador y jer&#225;rquico. Pero no s&#243;lo. En efecto, en un contexto en que tambi&#233;n es creciente el escrutinio o control de las familias y de los stakeholders sobre las escuelas y agrupamientos de escuelas, sobre todo en relaci&#243;n a resultados acad&#233;micos mensurables, las presiones que se ejercen sobre el director lo sit&#250;an, a&#250;n m&#225;s, ante formas diferenciadas (y no raras veces contradictorias) de accountability (es decir, procesos ambivalentes y heterog&#233;neos de evaluaci&#243;n, rendici&#243;n de cuentas y responsabilizaci&#243;n). El enfoque de este art&#237;culo, sin embargo, se centra principalmente en el pilar de la rendici&#243;n de cuentas. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gestão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Diretor]]></kwd>
<kwd lng="pt"><![CDATA[Gerencialismo]]></kwd>
<kwd lng="pt"><![CDATA[Prestação de Contas]]></kwd>
<kwd lng="en"><![CDATA[School Management]]></kwd>
<kwd lng="en"><![CDATA[Director]]></kwd>
<kwd lng="en"><![CDATA[Managerialism]]></kwd>
<kwd lng="en"><![CDATA[Answerability]]></kwd>
<kwd lng="es"><![CDATA[Gestión Escolar]]></kwd>
<kwd lng="es"><![CDATA[Director]]></kwd>
<kwd lng="es"><![CDATA[Gerencialismo]]></kwd>
<kwd lng="es"><![CDATA[Rendición de Cuentas]]></kwd>
</kwd-group>
</article-meta>
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