<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022013000100013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As indicações dos organismos internacionais para as políticas nacionais de educação infantil: do direito à focalização]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Rosânia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2013</year>
</pub-date>
<volume>39</volume>
<numero>01</numero>
<fpage>195</fpage>
<lpage>209</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022013000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022013000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022013000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste artigo é analisar os discursos presentes em documentos elaborados por organismos internacionais e governos locais que orientam as políticas voltadas para a educação infantil, com base na concepção de educação como política pública, projeto de governo sob responsabilidade do Estado e direito de todos. A partir do referencial analítico de políticas desenvolvido por Roger Dale, concentramos nossas análises nos textos de diferentes documentos produzidos, sobretudo, pela UNESCO e pela UNICEF. O objetivo foi identificar as indicações desses organismos para a educação infantil e suas implicações na efetivação da política local. As análises demonstram que o deslocamento interpretativo da questão social no contexto latino-americano embasa a orientação, recorrente nos documentos, de adoção da educação infantil como estratégia de combate à pobreza e, desse modo, como uma via para promover a equidade social. A repercussão de tal indicação nas políticas locais para a educação infantil, especialmente no que concerne à universalização desse direito, é alarmante, visto que as análises apontam um movimento de ampliação de perspectivas conservadoras e excludentes que acabam reforçando a segmentação da educação das crianças menores de 6 anos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The objective of this article is to analyze the discourses present in documents produced by international organisms and local governments which direct, above all, the policies of early childhood education on the basis of a conception of education as public policy, as government project, under the responsibility of the State, and as a right for everyone. Based on the analytical framework of policies developed by Dale (2004), we focus our analyses on texts of various documents produced mainly by UNESCO and by UNICEF. The objective here was that of identifying the directions of these organisms for early childhood education and their implications for the actual implementation of local policies. The analysis reveals that the interpretive shift of social issues observed in the Latin American context gives support to the direction, recurrent in the documents, of adopting early childhood education as a strategy to tackle poverty and, in so doing, promoting social equity. The repercussions of such directions in local policies for early childhood education, particularly with respect to the universalization of this right, are alarming, since the analyses point to a movement of expansion of conservative and excluding perspectives that end up reinforcing the segmentation of the education of children younger than six.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Pública para Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Pobreza]]></kwd>
<kwd lng="pt"><![CDATA[Organismos Internacionais]]></kwd>
<kwd lng="en"><![CDATA[Public Policy for Education]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Social Policies]]></kwd>
<kwd lng="en"><![CDATA[Poverty]]></kwd>
<kwd lng="en"><![CDATA[International Organisms]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>As indica&ccedil;&otilde;es dos organismos internacionais para as  pol&iacute;ticas nacionais de educa&ccedil;&atilde;o infantil: do direito &agrave; focaliza&ccedil;&atilde;o.</h2> <h3>The international  organisms&rsquo; directions for national policies of early childhood education: from  the right to focusing.</h3>     <p>&nbsp;</p> <h4>Ros&acirc;nia Campos    <br> </h4> </font>      ]]></body><back>
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