<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592020000100513</article-id>
<article-id pub-id-type="doi">10.18593/r.v45i0.23074</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas de ampliação da jornada escolar: fundamentos e proposições]]></article-title>
<article-title xml:lang="en"><![CDATA[Extended school day policies: fundamentals and proposals]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas de ampliación de la jornada escolar: fundamentos y proposiciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parente]]></surname>
<given-names><![CDATA[Cláudia da Mota Darós]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592020000100513&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592020000100513&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592020000100513&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este ensaio teve como objetivo analisar alguns fundamentos que embasam a formulação e a implementação de políticas de ampliação da jornada escolar: articulação entre educação formal e educação não formal, ideia de cidade educadora, noção de território educativo, noção de intersetorialidade, enfoque de relações intergovernamentais e abordagem de redes de políticas. O conhecimento empírico mostra que esses aspectos, no todo ou em parte, têm fundamentado estratégias políticas em vigor em alguns países. A articulação entre esses seis fundamentos possibilitou a elaboração de um esquema analítico denominado Enfoque Integrador. Esse enfoque é, ao mesmo tempo, modelo de análise e modo de gestão de políticas públicas, o que permitiu a sistematização de algumas proposições à formulação e implementação de políticas de ampliação da jornada escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This essay aims to analyze some fundamentals that support the formulation and implementation of extended school day policies: integration between formal and non-formal education, &#8203;&#8203;idea of educating city, notion of educational territory, notion of intersectoriality, intergovernmental relations approach and policy network approach. The empirical knowledge shows that these aspects, in whole or in part, have supported political strategies in some countries. The integration of theses six fundamentals made possible the elaboration of an analytical scheme called Integrative Approach. This approach is, at the same time, a model of analysis and management of public policies, which allowed the systematization of some proposals for the formulation and implementation of extend school day policies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este ensayo tiene como objetivo analizar algunos fundamentos que embasan la formulación y la implementación de políticas de ampliación de la jornada escolar: integración entre educación formal y educación no formal, idea de ciudad educadora, noción de territorio educativo, noción de intersectorialidad, enfoque de las relaciones intergubernamentales y abordaje de redes de políticas. El conocimiento empírico muestra que esos fundamentos, en el todo o en parte, han embasado estrategias políticas presentes en algunos países. La integración entre esos seis fundamentos posibilitó la elaboración de un esquema analítico denominado Enfoque Integrador. Ese enfoque es, al mismo tiempo, modelo de análisis y modo de gestión de políticas públicas, lo que ha permitido la sistematización de algunas proposiciones para la formulación y la implementación de políticas de ampliación de la jornada escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Jornada escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação em tempo integral]]></kwd>
<kwd lng="pt"><![CDATA[Análise de política pública]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="en"><![CDATA[School day]]></kwd>
<kwd lng="en"><![CDATA[Full-time education]]></kwd>
<kwd lng="en"><![CDATA[Public policy analysis]]></kwd>
<kwd lng="en"><![CDATA[Education policy.]]></kwd>
<kwd lng="es"><![CDATA[Jornada escolar]]></kwd>
<kwd lng="es"><![CDATA[Educación a tiempo completo]]></kwd>
<kwd lng="es"><![CDATA[Análisis de política pública]]></kwd>
<kwd lng="es"><![CDATA[Política educativa.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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