<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362018000200008</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362018002601432</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As redes da Educação Integral no Distrito Federal sob o prisma da Gestão Escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[The networks of Integral Education in the Federal District from the perspective of school administration]]></article-title>
<article-title xml:lang="es"><![CDATA[Las redes de la educación integral en el distrito federal bajo el prisma de la gestión escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Ivonete Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães-Iosif]]></surname>
<given-names><![CDATA[Ranilce]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zardo]]></surname>
<given-names><![CDATA[Sinara Pollom]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Projeção Secretaria de Estado de Educação do Distrito Federal ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Alberta Department of Educational Policy Studies ]]></institution>
<addr-line><![CDATA[Edmonton ]]></addr-line>
<country>Canadá</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação Departamento de Teoria e Fundamentos]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>99</numero>
<fpage>00</fpage>
<lpage>00</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362018000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362018000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362018000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa as redes da educa&#231;&#227;o integral segundo a interpreta&#231;&#227;o da gest&#227;o escolar. Trata-se de um estudo qualitativo realizado em uma escola p&#250;blica do Distrito Federal, baseado no m&#233;todo do ciclo de pol&#237;ticas. Utilizaram-se as t&#233;cnicas de an&#225;lise documental e realizaram-se observa&#231;&#245;es e entrevistas semiestruturadas com gestores do Projeto Educa&#231;&#227;o Integral em Tempo Integral (PROEITI). Os resultados apontaram que o PROEITI avan&#231;ou ao ampliar a oferta para todas as crian&#231;as matriculadas em uma jornada de 10 horas di&#225;rias, e possibilitou a contrata&#231;&#227;o de professores concursados para atuar nas disciplinas complementares e nas disciplinas de inform&#225;tica e educa&#231;&#227;o f&#237;sica. Os maiores desafios vivenciados pelos gestores relacionam-se &#224; limita&#231;&#227;o de verbas para o desenvolvimento das atividades propostas pela educa&#231;&#227;o integral, &#224; car&#234;ncia de forma&#231;&#227;o continuada dos docentes e &#224; restri&#231;&#227;o de estrutura f&#237;sica das escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the integral education networks according to the interpretation of school administration. This is a qualitative study conducted at a public school in the Federal District, based on the policy cycle method. Techniques of document analysis, observation, and semi-structured interviews were used with administrators of the Integral Education in Full Time Project (PROEITI). Results showed PROEITI advanced by expanding the offer to all children enrolled in ten-hour per day programs and made possible to hire teachers to work in complementary disciplines, as well as in computer science and physical education disciplines. Greatest challenges faced by administrators are related to the limited availability of funds for the development of activities proposed by integral education, the lack of continuous training of teachers and the restrictions imposed by the schools&#8217; physical structures.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo analiza las redes de la educaci&#243;n integral seg&#250;n la interpretaci&#243;n de la gesti&#243;n escolar. Se trata de un estudio cualitativo realizado en una escuela p&#250;blica del Distrito Federal, fundamentado en el m&#233;todo del ciclo de pol&#237;ticas. Se utilizaron las t&#233;cnicas de an&#225;lisis documental, y se realizaron observaciones y entrevistas semiestructuradas con gestores del Proyecto Educaci&#243;n Integral en Tiempo Integral (PROEITI). Los resultados apuntan que el PROEITI avanz&#243; al ampliar la oferta para todos los ni&#241;os matriculados en una jornada de 10 horas diarias y posibilit&#243; la contrataci&#243;n de profesores concursados para actuar en las disciplinas complementares y en las disciplinas de inform&#225;tica y educaci&#243;n f&#237;sica. Los mayores desaf&#237;os vividos por los gestores se relacionan a la limitaci&#243;n de presupuesto para el desarrollo de las actividades propuestas por la educaci&#243;n integral, a la carencia de formaci&#243;n continuada de los docentes y a la restricci&#243;n de estructura f&#237;sica de las escuelas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gestão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação Integral]]></kwd>
<kwd lng="pt"><![CDATA[PROEITI]]></kwd>
<kwd lng="pt"><![CDATA[Redes de Políticas]]></kwd>
<kwd lng="en"><![CDATA[School Administration]]></kwd>
<kwd lng="en"><![CDATA[Integral Education]]></kwd>
<kwd lng="en"><![CDATA[PROEITI]]></kwd>
<kwd lng="en"><![CDATA[Policy Networks]]></kwd>
<kwd lng="es"><![CDATA[Gestión Escolar]]></kwd>
<kwd lng="es"><![CDATA[Educación Integral]]></kwd>
<kwd lng="es"><![CDATA[PROEITI]]></kwd>
<kwd lng="es"><![CDATA[Redes de Políticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[BRAY]]></surname>
<given-names><![CDATA[M.]]></given-names>
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<source><![CDATA[Pesquisa em Educação Comparada: abordagens e métodos]]></source>
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<page-range>319-43</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Liber Livro]]></publisher-name>
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<person-group person-group-type="author">
<name>
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<given-names><![CDATA[R. K.]]></given-names>
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<source><![CDATA[Estudo de Caso: planejamento de métodos]]></source>
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<edition>5</edition>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
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</article>
