<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742020000300698</article-id>
<article-id pub-id-type="doi">10.1590/198053146982</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IMPLEMENTAÇÃO DE POLÍTICAS EDUCACIONAIS E EQUIDADE: REGULAÇÃO E MEDIAÇÃO]]></article-title>
<article-title xml:lang="es"><![CDATA[IMPLEMENTACIÓN DE POLÍTICAS EDUCACIONALES Y EQUIDAD: REGULACIÓN Y MEDIACIÓN]]></article-title>
<article-title xml:lang="fr"><![CDATA[LA MISE EN OEUVRE DE POLITIQUES ÉDUCATIVES ET ÉQUITÉ: RÉGULATION ET MÉDIATION]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPLEMENTATION OF EDUCATIONAL POLICIES AND EQUITY: REGULATION AND MEDIATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Vanda Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonamino]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martinic]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Cidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Aysén  ]]></institution>
<addr-line><![CDATA[Aysén ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>50</volume>
<numero>177</numero>
<fpage>698</fpage>
<lpage>717</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742020000300698&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742020000300698&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742020000300698&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo discute o modelo de regulação de duas iniciativas de justiça como equidade na escola. Referências sobre implementação de políticas públicas, ação pública e regulação dos sistemas de ensino geraram categorias a priori. Os dados analisados vieram de entrevistas com dirigentes, gestores e professores. Sua interpretação baseou-se na análise de conteúdo. Conclui-se que as duas iniciativas são regidas por modelos de regulação similares, instituindo vigilância sobre ações e interações dos dirigentes e agentes implementadores, mesclando medidas educativas dos tipos burocrático e pós-burocrático. Esse modelo incorpora instrumentos, técnicas e ferramentas que implicam os atores nos objetivos prescritos, na presença de tensões, denotando capacidade de incidir nas práticas cotidianas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo discute el modelo de regulación de dos iniciativas de justicia como equidad en la escuela. Referencias sobre implementación de políticas públicas, acción pública y regulación de los sistemas de enseñanza, generaron categorías a priori. Los datos analizados vinieron de entrevistas a dirigentes, gestores y profesores. Su interpretación se basó en el análisis del contenido. Se concluye que las dos iniciativas son regidas por modelos de regulación similares, instituyendo vigilancia sobre acciones e interacciones de los dirigentes y agentes implementadores, mezclando medidas educativas de los tipos burocrático y postburocrático. Ese modelo incorpora instrumentos, técnicas y herramientas que implican los actores en los objetivos prescritos, en la presencia de tensiones, denotando capacidad de incidir en las prácticas cotidianas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article traite du modèle de régulation de deux initiatives de justice visant l&#8217;équité à l&#8217;école. Des références concernant la mise en &#339;uvre de politiques publiques, de l&#8217;action publique et de la réglementation des systèmes éducatifs ont généré des catégories a priori. Les données analysées proviennent d&#8217;entretiens avec des dirigeants, des gestionnaires et des enseignants. L&#8217;interprétation s´appuye l&#8217;analyse de contenu. La conclusion est que les deux initiatives sont régies par des modèles de régulations similaires qui établissent un contrôle sur les actions et les interactions des dirigeants et des agents de l&#8217;exécution, en associant des mesures éducatives bureaucratiques et post-bureaucratiques. Ce modèle intègre des instruments, des techniques et des outils qui impliquent les acteurs dans les objectifs prescrits, même en présence de tensions, ce qui indique sa capacité d&#8217;affecter les pratiques quotidiennes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article addresses the regulation model of two Law initiatives as equity in school environment. References about the implementation of public policies and actions, and the regulation of teaching systems account for the generation of categories, a priori. The assessed data were collected during interviews carried out with school principals, managers and teachers. Data interpretation was based on content analysis. In conclusion, both initiatives were guided by similar regulation models, they lied on monitoring the actions and interactions of school principals and implementation agents by mixing bureaucratic and post-bureaucratic education measures. These models encompass instruments, techniques and tools that imply actors&#8217; involvement in the prescribed goals and in solving distress cases to highlight their ability to influence daily routines.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[POLÍTICAS PÚBLICAS]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[DESIGUALDADE]]></kwd>
<kwd lng="pt"><![CDATA[JUSTIÇA]]></kwd>
<kwd lng="es"><![CDATA[POLÍTICAS PÚBLICAS]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[DESIGUALDADE]]></kwd>
<kwd lng="es"><![CDATA[JUSTICIA]]></kwd>
<kwd lng="fr"><![CDATA[POLITIQUES PUBLIQUES]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[INÉGALITÉ]]></kwd>
<kwd lng="fr"><![CDATA[JUSTICE]]></kwd>
<kwd lng="en"><![CDATA[PUBLIC POLICIES]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[INEQUALITY]]></kwd>
<kwd lng="en"><![CDATA[JUSTICE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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