<?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>S0104-40362023000200203</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362023003103347</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O papel do conhecimento na construção e na promulgação de uma política pública: o caso da avaliação externa das escolas em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of knowledge in the construction and promulgation of a public policy: the case of the external evaluation of schools in Portugal]]></article-title>
<article-title xml:lang="es"><![CDATA[El papel del conocimiento en la construcción y promulgación de una política pública: el caso de la evaluación externa de las escuelas en Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Dulce]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Estela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação Programa de Doutoramento em Educação na área de especialidade de Administração e Política Educacional]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação Unidade de Investigação e Desenvolvimento em Educação Formação]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>31</volume>
<numero>119</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362023000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362023000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362023000200203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No quadro da abordagem cognitiva das políticas, com base na pesquisa arquivística de textos oficiais, pesquisamos como conhecimento e política se interrelacionam nos processos de problematização e de preconização. Partimos dos produtos de duas cenas centrais: o &#8220;Governo&#8221;, enquanto autoridade pública, de cuja tomada de decisão resultou a Lei no 31/2002, de 20 de dezembro, que aprova o sistema de avaliação da Educação não superior e o Grupo de Trabalho mandatado pela Inspeção da Educação, em 2011, para reconfigurar o modelo inicial de avaliação. A lei e o modelo avaliativo, enquanto recetáculos do conhecimento que erigiu a política na ação pública, revelam a natureza do conhecimento que permitiu cogitar a avaliação, fabricar problemas e coletivizar soluções. Sobressaem os conhecimentos comparativo e cartográfico, que agilizam inferências de utilidade governamental e a eficácia da regulação, a partir do exemplo internacional, da evidence based policy e das boas práticas, reforçando a conveniência da política da avaliação, legitimando-a. Da análise, resultou, também, uma reflexão sobre a concomitância de formas burocráticas e pós-burocráticas no governo da Educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Within the framework of the cognitive analysis of policies, based on archival research of official texts, this research is about how knowledge and policy are interrelated in the processes of problematization and preconization. The starting point are two central scenes: the &#8216;Government&#8217; as a public authority whose decision resulted in the Law 31/2002, of 20 December, which approves the non-higher education evaluation system, and the &#8216;Working Group&#8217; mandated by the Education Inspectorate, in 2011, to reconfigure the initial school evaluation model. The law and the evaluative model are receptacles of the knowledge that instituted the policy in public action, revealing the nature of the knowledge that allowed to conceive the evaluation, fabricate the problems, and collectivize the solutions. The comparative and cartographic knowledge stand out, streamlining the emergence of inferences of governmental value and the effectiveness of regulation, based on the international example, and the evidence-based policy and best practices, reinforcing the desirability of the evaluation policy, legitimizing it. The analysis also resulted in a reflection on the concomitance of bureaucratic and post-bureaucratic forms in the government of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el marco del enfoque cognitivo de las políticas, a partir de investigaciones de archivo de textos oficiales, investigamos cómo saber y política se interrelacionan en los procesos de problematización y preconización. Partimos de los productos de dos escenarios centrales: el &#8216;Gobierno&#8217;, como autoridad pública, cuya toma de decisiones dio lugar a la Ley 31/2002, de 20 de diciembre, por la que se aprueba el sistema de evaluación de la enseñanza no superior, y el &#8216;Grupo de Trabajo&#8217; encargado por la Inspección de Educación, en 2011, para reconfigurar el modelo de evaluación inicial. El derecho y el modelo evaluativo, como receptáculos de saberes que erigieron la política en la acción pública, revelan la naturaleza de los saberes que permitieron considerar la evaluación, fabricar problemas y colectivizar soluciones. Se destacan los conocimientos comparados y cartográficos, que facilitan inferencias de la utilidad gubernamental y la efectividad de la regulación, con base en el ejemplo internacional, la política basada en evidence based policy y en las buenas prácticas reforzando la conveniencia de la política de evaluación, legitimándola. El análisis también resultó en una reflexión sobre la concurrencia de formas burocráticas y pos burocráticas en el gobierno de la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação da Escola]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Externa]]></kwd>
<kwd lng="pt"><![CDATA[Política Educativa]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Inspeção]]></kwd>
<kwd lng="en"><![CDATA[School Evaluation]]></kwd>
<kwd lng="en"><![CDATA[External Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Inspection]]></kwd>
<kwd lng="es"><![CDATA[School Evaluation]]></kwd>
<kwd lng="es"><![CDATA[External Evaluation]]></kwd>
<kwd lng="es"><![CDATA[Education Policy]]></kwd>
<kwd lng="es"><![CDATA[Knowledge]]></kwd>
<kwd lng="es"><![CDATA[Inspection]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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