<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000100469</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ao08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dispositivos de accountability na reforma da educação básica brasileira: tendências em curso]]></article-title>
<article-title xml:lang="en"><![CDATA[Accountability tools in the reform of Brazilian basic education: current trends]]></article-title>
<article-title xml:lang="es"><![CDATA[Herramientas de rendición de cuentas en la reforma de la educación básica brasileña: tendencias actuales]]></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[Joaçaba SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>469</fpage>
<lpage>493</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100469&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Demandas recorrentes pela utilização de dispositivos de accountability na educação têm levado pesquisadores da área a enveredar seus estudos por esse tema. No intuito de contribuir com o debate, constitui objetivo deste texto empreender uma análise em torno do vocabulário da reforma na educação básica brasileira, de modo a perspectivar tendências em curso a partir da apropriação de expressões e mecanismos atualmente associados à accountability educacional. Partindo do pressuposto de que os documentos da reforma procuram criar o que Jameson (1997) denomina de hegemonia discursiva em torno das mudanças requeridas, o percurso metodológico compreende levantamento de documentos que permitem traçar o caminho dessas mudanças na educação básica e análise de palavras e expressões neles recorrentes. Os resultados evidenciam construção de uma rede discursiva no vocabulário da reforma que, no seu conjunto, vaticina mudança nos modos de regulação da educação básica, pautada na participação, transparência e controle social. Contrariando a perspectiva de uma política para uma educação básica democrática, disseminada nos documentos analisados, a interpretação das significações do vocabulário concordam com características para uma accountability gerencial, a partir da qual seja possível alcançar eficiência educacional e competitividade internacional por meio de reformas alinhadas com princípios da new public management.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Recurrent demands for the use of accountability tools in education have led researchers to undertake studies on this topic. Aiming to contribute to this debate, the article&#8217;s purpose is to undertake a vocabulary analysis of the Brazilian educational reform, in order to verify current trends of appropriation of vocabulary and the mechanisms currently associated with educational accountability. Assuming that the reform documents seek to create what Jameson (1997) calls discursive hegemony around the required changes, our methodological approach comprises mapping documents that allow us to trace these changes in basic education and also analyzing recurrent terms and expressions. Results show the construction of a discursive network in the reform vocabulary that, as a whole, predicts a change in the paths of regulation of basic education, based on participation, transparency and social control. While contradicting a perspective of a policy for a democratic basic education, disseminated in the documents analyzed, the interpretation of the meanings of the vocabulary is consistent with characteristics for a managerial accountability, from which it is possible to achieve educational efficiency and international competitiveness through reforms aligned with principles of the new public management.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las demandas recurrentes para el uso de herramientas de rendición de cuentas en la educación han llevado a los investigadores a realizar estudios sobre este tema. Con el objetivo de contribuir a este debate, el propósito del artículo es realizar un análisis de vocabulario de la reforma educativa brasileña, a fin de verificar las tendencias actuales de apropiación de vocabulario y los mecanismos actualmente asociados a la rendición de cuentas en la educación. Suponiendo que los documentos de la reforma buscan crear lo que Jameson (1997) llama de hegemonía discursiva en torno a los cambios necesarios, nuestro enfoque metodológico comprende el mapeo de documentos que nos permiten rastrear estos cambios en la educación básica y también analizar términos y expresiones recurrentes. Los resultados muestran la construcción de una red discursiva en el vocabulario de la reforma que, en su conjunto, predice un cambio en la manera de regulación de la educación básica, basada en la participación, la transparencia y el control social. Contrariamente a la perspectiva de una política para una educación básica democrática, difundida en los documentos analizados, la interpretación de los significados del vocabulario es coherente con las características de una redición de cuentas gerencial, desde la cual sea posible lograr eficiencia educativa y competitividad internacional mediante reformas alineadas con los principios de la nueva gestión pública.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Reforma da educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Vocabulário da reforma]]></kwd>
<kwd lng="pt"><![CDATA[Accountability]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Reform of basic education]]></kwd>
<kwd lng="en"><![CDATA[Vocabulary of the reform]]></kwd>
<kwd lng="en"><![CDATA[Accountability tools]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Reforma de la educación básica]]></kwd>
<kwd lng="es"><![CDATA[Vocabulario de la reforma]]></kwd>
<kwd lng="es"><![CDATA[Accountability]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Lei nº 13.005, de 25 de junho de 2014. Aprova o Plano Nacional de Educação - PNE e dá outras providências]]></source>
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</article>
