<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822025000300055</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v30i70.2108</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Parcerias público-privadas na contextualização discursiva da lei de responsabilidade educacional de Mossoró (RN): repercussões curriculares?]]></article-title>
<article-title xml:lang="en"><![CDATA[Public-private partnerships in the discursive contextualization of the educational responsibility law of Mossoró (RN): curricular repercussions?]]></article-title>
<article-title xml:lang="es"><![CDATA[Asociaciones público-privadas en la contextualización discursiva de la ley de responsabilidad educativa de Mossoró (RN): ¿repercusiones curriculares?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cleidileny Ingrid Oliveira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Jociene Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Nataly da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>70</numero>
<fpage>55</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822025000300055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822025000300055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822025000300055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, nos propomos a interpretar as repercussões das parcerias público-privadas na contextualização discursiva da Lei de Responsabilidade Educacional (LRE) de Mossoró (RN), buscando compreender os efeitos curriculares que emergem da presença dessas articulações no campo educacional. Inspiradas em perspectivas pós-estruturais e na abordagem do ciclo de políticas (Ball, 2014; 2018), compreendemos as políticas como processos em disputa, marcados por jogos de força e pela circulação de discursos que atravessam fronteiras entre o público e o privado. O estudo, orientado ao problema (Oliveira; Oliveira; Mesquita, 2013), mobiliza análise documental e entrevistas realizadas em três escolas municipais de Mossoró, permitindo-nos observar como o Mapa Educacional, instituído pela LRE, materializa-se enquanto instrumento de regulação e auditoria curricular. As enunciações das escolas revelam tensões entre os sentidos de qualidade instituídos e os modos singulares de fazer currículo. Argumentamos que a LRE desloca os discursos de responsabilização e performatividade, instaurando racionalidades neoliberais que atravessam o trabalho docente e produzem subjetividades educacionais ajustadas à lógica do desempenho. Assim, reafirmamos o currículo como um espaço de enunciação, resistência e negociação, no qual as políticas se fazem e se refazem continuamente, configurando-se como um campo de múltiplas possibilidades, de criação e tradução, onde suas marcas se imprimem, transformam-se e dão lugar a outras narrativas, sempre parciais e inacabadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Resumo In this article, we aim to interpret the repercussions of public-private partnerships in the discursive contextualization of the Educational Responsibility Law (LRE) of Mossoró (RN), seeking to understand the curricular effects that emerge from the presence of these articulations within the educational field. Inspired by post-structural perspectives and the policy cycle approach (Ball, 2014; 2018), we understand policies as contested processes, marked by power relations and by the circulation of discourses that traverse the boundaries between the public and the private. The study, problem-oriented (Oliveira; Oliveira; Mesquita, 2013), draws upon document analysis and interviews conducted in three municipal schools in Mossoró, allowing us to observe how the Educational Map, established by the LRE, materializes as an instrument of regulation and curricular audit. The schools&#8217; enunciations reveal tensions between instituted meanings of quality and the singular ways of enacting the curriculum. We argue that the LRE displaces discourses of accountability and performativity, instituting neoliberal rationalities that permeate teachers&#8217; work and produce educational subjectivities attuned to the logic of performance. Thus, we reaffirm the curriculum as a space of enunciation, resistance, and negotiation, in which policies are continuously made and remade, constituting a field of multiple possibilities, of creation and translation, where their traces are inscribed, transformed, and give rise to other narratives, always partial and unfinished.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, nos proponemos interpretar las repercusiones de las alianzas público-privadas en la contextualización discursiva de la Ley de Responsabilidad Educativa (LRE) de Mossoró (RN), buscando comprender los efectos curriculares que emergen de la presencia de estas articulaciones en el campo educativo. Inspiradas en perspectivas posestructuralistas y en el enfoque del ciclo de políticas (Ball, 2014; 2018), entendemos las políticas como procesos en disputa, marcados por juegos de poder y por la circulación de discursos que atraviesan las fronteras entre lo público y lo privado. El estudio, orientado al problema (Oliveira; Oliveira; Mesquita, 2013), moviliza análisis documental y entrevistas realizadas en tres escuelas municipales de Mossoró, lo que nos permite observar cómo el Mapa Educativo, instituido por la LRE, se materializa como un instrumento de regulación y auditoría curricular. Las enunciaciones de las escuelas revelan tensiones entre los sentidos instituidos de calidad y las formas singulares de hacer currículo. Argumentamos que la LRE desplaza los discursos de responsabilización y performatividad, instaurando racionalidades neoliberales que atraviesan el trabajo docente y producen subjetividades educativas ajustadas a la lógica del rendimiento. Así, reafirmamos el currículo como un espacio de enunciación, resistencia y negociación, en el cual las políticas se hacen y rehacen continuamente, configurándose como un campo de múltiples posibilidades, de creación y de traducción, donde sus huellas se imprimen, se transforman y dan lugar a otras narrativas, siempre parciales e inacabadas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[política educacional]]></kwd>
<kwd lng="pt"><![CDATA[parcerias público-privadas]]></kwd>
<kwd lng="pt"><![CDATA[Lei de Responsabilidade Educacional]]></kwd>
<kwd lng="pt"><![CDATA[currículo.]]></kwd>
<kwd lng="en"><![CDATA[educational policy]]></kwd>
<kwd lng="en"><![CDATA[public-private partnerships]]></kwd>
<kwd lng="en"><![CDATA[Educational Responsibility Law]]></kwd>
<kwd lng="en"><![CDATA[curriculum.]]></kwd>
<kwd lng="es"><![CDATA[política educativa]]></kwd>
<kwd lng="es"><![CDATA[asociaciones público-privadas]]></kwd>
<kwd lng="es"><![CDATA[Ley de Responsabilidad Educativa]]></kwd>
<kwd lng="es"><![CDATA[currículo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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