<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982018000100016</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698169491</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O &#8220;PACTO PELA EDUCAÇÃO&#8221; E O MISTÉRIO DO &#8220;TODOS&#8221;: ESTADO SOCIAL E CONTRARREFORMA BURGUESA NO BRASIL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE &#8220;EDUCATIONAL PACT&#8221; AND THE MYSTERY &#8220;ALL&#8221;: SOCIAL STATE AND COUNTER-REFORM IN BOURGEOIS IN BRAZIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Álcio Crisóstomo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[José Adelson da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982018000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982018000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982018000100016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Apreender o modo como o Brasil reorganiza seu sistema de ensino ao longo da Revolução Passiva ou de redefinição dos limites de seu Estado social é compreender que a atual Contrarreforma, muito mais que produto, é processo. A análise do modo como se autoriza e legitima um partido de classe burguesa - na acepção gramsciana -, o movimento &#8220;Todos Pela Educação&#8221;, impõe o entendimento da tensão entre público e privado no campo da educação. É o que se conclui ao se cotejar as diretrizes institucionais da entidade às metas e estratégias do &#8220;Plano Nacional de Educação 2014/2024&#8221; e, em especial, aos pilares do &#8220;Pacto Pela Educação&#8221; em Goiás, como rearranjo local do repertório vocabular do grande capital internacional. Demonstrar esse transformismo é o propósito desta reflexão, que se configura como um recorte da pesquisa que procura apreender a relação entre as reformas educacionais pós anos 1990 e a organização do trabalho pedagógico em Goiás.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Learning the way Brazil reorganizes its education system along the Passive Revolution or reset the boundaries of their social state is to understand that thecurrent Counter-Reformation much more than product is the process. The analysis of how it authorizes and legitimizes a bourgeois class party - in the Gramscian sense - the &#8220;Education For All Movement&#8221; requires understanding the tension between public and private in the field of education. This is we conclude when comparing the institutional guidelines of the Entity to the Goals and Strategies of the National Education Plan 2014/2024 and, in particular, the Pillars of the &#8220;Pact for Education&#8221; in Goiás, as the local rearrangement of the vocabulary repertoire of the big international capital. Demonstrating this transformism is the purpose of this reflection, which is configured as a research cut that seeks to understand the relationship between educational reforms after 1990 and the organization of pedagogical work in Goiás]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pacto Pela Educação]]></kwd>
<kwd lng="pt"><![CDATA[Todos Pela Educação]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[Contrarreforma]]></kwd>
<kwd lng="pt"><![CDATA[Organizações Sociais]]></kwd>
<kwd lng="en"><![CDATA[Pact for Education]]></kwd>
<kwd lng="en"><![CDATA[All for Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching work]]></kwd>
<kwd lng="en"><![CDATA[Counter-Reformation]]></kwd>
<kwd lng="en"><![CDATA[Social Organizations]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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