<?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>S1981-81062017000300611</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n56.p611-627</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escola a tempo inteiro em Portugal: dimensões de análise, ideias e hibridismos]]></article-title>
<article-title xml:lang="en"><![CDATA[Full-time school in Portugal: Dimensions of analysis, ideas, and hybridities]]></article-title>
<article-title xml:lang="es"><![CDATA[La escuela de jornada completa en Portugal: dimensiones de análisis, ideas y híbridos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>27</volume>
<numero>56</numero>
<fpage>611</fpage>
<lpage>627</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000300611&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000300611&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000300611&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A ideia de escola a tempo inteiro (ETI) em Portugal est&#225; associada &#224; miss&#227;o da escola p&#250;blica e ao papel do Estado na provis&#227;o da educa&#231;&#227;o integral da crian&#231;a e do aluno e na promo&#231;&#227;o da igualdade de oportunidades no acesso a servi&#231;os p&#250;blicos de educa&#231;&#227;o, garantindo a efic&#225;cia e a qualidade da aprendizagem e do sistema educativo. A problematiza&#231;&#227;o da ETI, encarada como pol&#237;tica p&#250;blica de educa&#231;&#227;o, preconiza a emerg&#234;ncia de &#8220;novas&#8221; formas de a&#231;&#227;o educativa, de outra concep&#231;&#227;o de escola p&#250;blica, que monopoliza a educa&#231;&#227;o integral do aluno, e de outros modos de administra&#231;&#227;o na presta&#231;&#227;o de servi&#231;os p&#250;blicos de educa&#231;&#227;o. A op&#231;&#227;o te&#243;rica por uma abordagem interpretativa baseada na &#8220;an&#225;lise das pol&#237;ticas p&#250;blicas&#8221; permite percepcionar as ideias preconizadas e os problemas pol&#237;tico-educativos para os quais a pol&#237;tica de ETI &#233; apresentada como solu&#231;&#227;o constru&#237;da. Essa abordagem p&#245;e em evid&#234;ncia a natureza h&#237;brida dos &#8220;modelos&#8221; de implementa&#231;&#227;o da pol&#237;tica presentes nas tens&#245;es entre tend&#234;ncias homogeneizadoras, coercivas, centralizadoras e estatizantes e tend&#234;ncias descentralizadoras preconizadoras da diversidade, do princ&#237;pio da subsidiariedade e da liberdade de escolha. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Full-time school (FTS) in Portugal is associated with the mission of the public school and the role of the State in providing integral education for children/students and promoting equal opportunities for them to access public education services, thus ensuring the effectiveness and quality of learning and the education system. The problematics of the FTS, regarded as a public policy education, advocates the emergence of &#8220;new&#8221; forms of educational action, another conception of public school, which monopolizes the integral education of the student, and other modes of administration in providing public educational services. The theoretical option for an interpretative approach based on &#8220;public policy analysis&#8221; allows to perceive the proposed ideas and the political and educational problems for which the FTS policy is presented as solution. This approach highlights the hybrid nature of the &#8220;models&#8221; of implementation of the policy present in the tensions between homogenizing, coercive, and centralist tendencies and decentralizing tendencies, proposing diversity, the principle of subsidiarity and freedom of choice. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La idea de la escuela de tiempo completo (ETC) en Portugal se asocia con la misi&#243;n de la escuela p&#250;blica y el papel del Estado en la provisi&#243;n de la educaci&#243;n integral del ni&#241;o/estudiante y la promoci&#243;n de la igualdad de oportunidades en el acceso a los servicios de educaci&#243;n p&#250;blica para garantizar la eficacia y la calidad del aprendizaje y del sistema educativo. La problem&#225;tica de la ETC, considerada como una pol&#237;tica p&#250;blica de educaci&#243;n, preconiza la aparici&#243;n de &#8220;nuevas&#8221; formas de acci&#243;n educativa, una otra concepci&#243;n de la escuela p&#250;blica, que monopoliza la formaci&#243;n integral del estudiante, y otros modos de administraci&#243;n en la prestaci&#243;n de servicios p&#250;blicos de educaci&#243;n. La opci&#243;n te&#243;rica por un enfoque interpretativo basado en el &#8220;an&#225;lisis de pol&#237;ticas p&#250;blicas&#8221; permite percibir las ideas propuestas y los problemas pol&#237;ticos y educativos para los que la pol&#237;tica de ETC se presenta como una soluci&#243;n construida. Este enfoque pone de relieve el car&#225;cter h&#237;brido de los &#8220;modelos&#8221; de implementaci&#243;n de la pol&#237;tica presentes en las tensiones entre tendencias homogeneizadoras, coercitivas, centralizadoras y estatal, y tendencias descentralizadoras preconizadoras de la diversidad, del principio de subsidiariedad y de la libertad de elecci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola a Tempo Inteiro]]></kwd>
<kwd lng="pt"><![CDATA[Escola Pública]]></kwd>
<kwd lng="pt"><![CDATA[Política Educativa]]></kwd>
<kwd lng="pt"><![CDATA[Análise das Políticas Públicas]]></kwd>
<kwd lng="en"><![CDATA[Full-Time School]]></kwd>
<kwd lng="en"><![CDATA[Public School]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[Public Policy Analysis]]></kwd>
<kwd lng="es"><![CDATA[Escuela de Jornada Completa]]></kwd>
<kwd lng="es"><![CDATA[Escuela Pública]]></kwd>
<kwd lng="es"><![CDATA[Política Educativa]]></kwd>
<kwd lng="es"><![CDATA[Análisis de Políticas Públicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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