<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052018000300095</article-id>
<article-id pub-id-type="doi">10.12957/teias.2018.35985</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICA ACCOUNTABILITY EDUCACIONAL NO ESTADO DO CEARÁ: REPERCUSSÕES NAS DINÂMICAS PEDAGÓGICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATIONAL ACCOUNTABILITY POLICY IN THE STATE OF CEARÁ: REPERCUSSIONS IN PEDAGOGICAL DYNAMICS]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICA ACCOUNTABILITY EDUCACIONAL EN EL ESTADO DEL CEARÁ: REPERCUSIONES EN LAS DINÁMICAS PEDAGÓGICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[Karlane Holanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Raimundo Hélio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passon]]></surname>
<given-names><![CDATA[Eric Ferdinando Kanai]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>19</volume>
<numero>54</numero>
<fpage>95</fpage>
<lpage>113</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052018000300095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052018000300095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052018000300095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo analisa os efeitos da política accountability educacional, representada pelo Prêmio Escola Nota Dez nas dinâmicas pedagógicas das escolas cearenses. Utilizou-se a abordagem qualitativa, empregando-se, como procedimentos, a pesquisa bibliográfica e a de campo. Foram realizadas entrevistas semiestruturadas aos representantes do núcleo gestor escolar, aos professores e aos alunos do 2º ano do ensino fundamental, em quatro instituições de ensino. Concluiu-se que as dinâmicas escolares são reorientadas pelo Sistema Permanente de Avaliação da Educação Básica do Ceará - Alfa, direcionando o que, como e para que ensinar. Verificou-se que a prática de bonificação tende a pressionar o corpo docente a alcançar as metas, causando tensões nas relações intra e interpessoais no contexto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The paper analyzes the effects of educational accountability policy, represented by the School Note Ten Award in the educational dynamics of schools in Ceará. The qualitative approach was used, using bibliographic and field research as procedures. Semi-structured interviews were carried out with representatives of the school managements, teachers and students at second year of elementary education in four educational institutions. Were concluded that the school dynamics are reoriented by the Permanent System of Evaluation of Basic Education of Ceará - Alfa, directing what, how and what to teach. This practice tends to pressure the teaching staff to reach the goals, causing tensions in the intrapersonal and interpersonal relationships in the school context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo analiza los efectos de la política accountability educativa, representada por el Premio Escuela Nota Diez en las dinámicas pedagógicas de las escuelas cearenses. Se utilizó el abordaje cualitativo, empleándose, como procedimientos, la investigación bibliográfica y la de campo. Se realizaron entrevistas semiestructuradas a los representantes del núcleo gestor escolar, a los profesores ya los alumnos del 2º año de la enseñanza fundamental, en cuatro instituciones de enseñanza. Se concluyó que las dinámicas escolares son reorientadas por el Sistema Permanente de Evaluación de la Educación Básica de Ceará - Alfa, dirigiendo lo que, cómo y para que enseñar. Se verificó que la práctica de bonificación tiende a presionar al cuerpo docente a alcanzar las metas, causando tensiones en las relaciones intra e interpersonales en el contexto escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prêmio Escola Nota Dez]]></kwd>
<kwd lng="pt"><![CDATA[Accountability]]></kwd>
<kwd lng="pt"><![CDATA[Dinâmicas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Note Ten School Award]]></kwd>
<kwd lng="en"><![CDATA[Accountability]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical dynamics]]></kwd>
<kwd lng="es"><![CDATA[Premio Escuela Nota Diez]]></kwd>
<kwd lng="es"><![CDATA[Accountability]]></kwd>
<kwd lng="es"><![CDATA[Dinámicas pedagógicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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