<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062013000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Plano de Desenvolvimento da Escola (PDE-Escola): ferramenta de autonomia escolar?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schimonek]]></surname>
<given-names><![CDATA[Elisangela Maria Pereira]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muranaka]]></surname>
<given-names><![CDATA[Maria Aparecida Segatto]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<volume>23</volume>
<numero>42</numero>
<fpage>18</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062013000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062013000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062013000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente ensaio analisa a implantação do Plano de Desenvolvimento da Escola (PDE-Escola) em duas unidades educacionais do município de Limeira-SP, as quais apresentaram o Ideb/2007 abaixo da média nacional e foram direcionadas a adotar o programa a partir de 2009. O PDE-Escola é um programa do Governo Federal que se proclama capaz de viabilizar a autonomia da escola, a obtenção de melhores resultados educacionais e a modernização da estrutura, organização e gestão escolares por meio de modelos administrativos gerenciais. Este estudo qualitativo teve por finalidade verificar se os objetivos delineados por tal programa, no que tange à garantia da autonomia escolar, ganham concretude na prática. A metodologia utilizada foi o estudo de caso, com base na coleta de dados (entrevistas e questionários semiestruturados, análise documental e revisão bibliográfica). Os resultados obtidos acenaram para a imposição de um sistema padronizado e burocrático, pautado por mecanismos de monitoramento, cobrança e controle que dificultaram a conquista gradativa da autonomia pedagógica, administrativa e financeira das escolas pesquisadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This essay analyses the implementation of the School Development Plan (PDE-School) in two educational units in Limeira, SP, who presented the Ideb/2007 below the national average and were directed to adopt the program starting in 2009. The PDE-School is a program of the Federal Government which proclaims itself capable of enabling the school autonomy, better educational outcomes and the modernization of the school structure, organization and management by means of administrative managerial models. The purpose of this qualitative study was to ascertain whether the objectives outlined for this program, with respect to the guarantee of school autonomy, gain concreteness in practice. The methodology used was case studies based on data collection (semi-structured interviews and questionnaires, documentary analysis and literature review). The results indicated the imposition of a standardized and bureaucratic system, based on mechanisms of monitoring, request and control that hindered the gradual conquest of pedagogic, administrative and financial autonomy of the schools surveyed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PDE-Escola]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Gestão Escolar]]></kwd>
<kwd lng="en"><![CDATA[PDE-School]]></kwd>
<kwd lng="en"><![CDATA[School Autonomy]]></kwd>
<kwd lng="en"><![CDATA[School Management]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Plano  de Desenvolvimento da Escola (PDE-Escola): ferramenta de autonomia escolar?</h2> <h3>School Development Plan (PDE-School): a toll for  school autonomy?</h3>     <p>&nbsp;</p> <h4>Elisangela  Maria Pereira Schimonek, Maria Aparecida Segatto Muranaka</h4> </font>      ]]></body>
<back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Educação & Sociedade]]></source>
<year></year>
<volume>26</volume>
<numero>90</numero>
<issue>90</issue>
<page-range>127-147</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
