<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352017000100162</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2017v55n43ID11811</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tessituras intergovernamentais das políticas de accountability educacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Intergovernmental arrangements of educational accountability policies]]></article-title>
<article-title xml:lang="es"><![CDATA[Tesituras Intergubernamentales de las políticas de rendición de cuentas en educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schneider]]></surname>
<given-names><![CDATA[Marilda Pasqual]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>55</volume>
<numero>43</numero>
<fpage>162</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352017000100162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352017000100162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352017000100162&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A indu&#231;&#227;o de pol&#237;ticas de avalia&#231;&#227;o com objetivos de accountability constitui iniciativa recente na educa&#231;&#227;o brasileira. A cria&#231;&#227;o do &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica (Ideb) representa um dos passos mais expressivos empreendido nas &#250;ltimas d&#233;cadas nessa dire&#231;&#227;o. Implantado, em 2007, como indicador objetivo de verifica&#231;&#227;o do cumprimento das metas fixadas pelo Compromisso Todos pela Educa&#231;&#227;o, o Ideb figura como instrumento eficaz de avalia&#231;&#227;o e monitoramento da qualidade na educa&#231;&#227;o b&#225;sica sendo considerado mecanismo para uma accountability descentralizada. Considerando o interesse de verificar tessituras intergovernamentais de pol&#237;ticas com finalidades de accountability na educa&#231;&#227;o b&#225;sica, o estudo compreende apreens&#227;o dos aspectos que conformam sistemas estaduais de avalia&#231;&#227;o, bem como dos mecanismos e estrat&#233;gias mobilizados por esses governos para assegurar o cumprimento das metas nacionais de qualidade. Estudo dos documentos disponibilizados no s&#237;tio dos Estados da federa&#231;&#227;o permitem evidenciar que os arranjos locais se alinham a tipologias gerenciais de accountability pouco contribuindo para o fortalecimento do processo democr&#225;tico de gest&#227;o de sistemas educacionais, previsto na legisla&#231;&#227;o brasileira desde 1988, e para a melhoria das condi&#231;&#245;es de aprendizagem das crian&#231;as e jovens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The introduction of assessment policies aiming at promoting accountability is a recent initiative in Brazilian education. The design of the Index of Development of Basic Education (Ideb in Portuguese) is one of the most significant steps undertaken in recent decades for that purpose. Introduced in 2007 as an indicator to ensure compliance with the targets set by the Education for All movement, Ideb stands as an effective tool for monitoring and evaluating the quality of Brazilian basic education, also considered as a mechanism for decentralized accountability. As interested in verifying intergovernmental arrangements of these policies on the basic education, the study aims at capturing the structure of assessment processes at state-level, as well as the mechanisms and strategies deployed by these governments to ensure compliance with quality targets at national-level. Referring to documents available on the Brazilian states' websites, it points out that local arrangements tend to align themselves to management typology of accountability, poorly contributing to strengthen the democratic process of educational systems management, as provided by Brazilian law since 1988, and improvement of th basic education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La introducci&#243;n de pol&#237;ticas de evaluaci&#243;n destinadas a promover la rendici&#243;n de cuentas es una iniciativa reciente en la educaci&#243;n brasile&#241;a. La creaci&#243;n del &#205;ndice de Desarrollo de la Educaci&#243;n B&#225;sica (IDEB en portugu&#233;s) es uno de los pasos m&#225;s importantes llevados a cabo en las &#250;ltimas d&#233;cadas con ese prop&#243;sito. Introducido en 2007 como un indicador para garantizar el cumplimiento de los objetivos fijados por la iniciativa Educaci&#243;n para Todos, el Ideb se erige como una herramienta eficaz para el seguimiento y la evaluaci&#243;n de la calidad de la educaci&#243;n b&#225;sica brasile&#241;a, tambi&#233;n considerado un mecanismo de descentralizaci&#243;n de rendici&#243;n de cuentas. Interes&#225;ndose en la verificaci&#243;n de tesituras intergubernamentales de estas pol&#237;ticas en educaci&#243;n b&#225;sica, el estudio se propone reproducir la estructura de los procesos de evaluaci&#243;n a nivel estatal, as&#237; como los mecanismos y estrategias desplegadas por estos gobiernos para garantizar el cumplimiento de los objetivos de calidad a nivel nacional. Tomando como referencia los documentos disponibles en los sitios web de los estados brasile&#241;os, se se&#241;ala que los acuerdos locales tienden a alinearse a tipolog&#237;as de gesti&#243;n sobre rendici&#243;n de cuentas, lo que poco contribuye para el fortalecimiento del proceso democr&#225;tico de la gesti&#243;n de los sistemas educativos, conforme a lo dispuesto en la legislaci&#243;n brasile&#241;a desde 1988, e en la mejora de la calidad de la educaci&#243;n b&#225;sica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas de avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[Accountability]]></kwd>
<kwd lng="pt"><![CDATA[Sistemas estaduais de avaliaçã]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment policies]]></kwd>
<kwd lng="en"><![CDATA[Accountability]]></kwd>
<kwd lng="en"><![CDATA[Assessment processes at state-level]]></kwd>
<kwd lng="es"><![CDATA[Políticas de evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[Sistemas estaduales de evaluación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
