<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352018000400190</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2018v56n50ID14754</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O lugar do PAR na gestão dos sistemas de educação: uma análise dos municípios de Natal/RN e Belém/PA]]></article-title>
<article-title xml:lang="en"><![CDATA[The place of PAR in the educational system management: an analysis of the municipalities of Natal/RN and Belém/PA]]></article-title>
<article-title xml:lang="es"><![CDATA[El lugar del PAR en la gestión de los sistemas de educación: un análisis de los municipios de Natal/RN y Belém/PA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbalho]]></surname>
<given-names><![CDATA[Maria Goretti Cabral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Rute Régis de Oliveira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Maria Dayse Henriques de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Estadual de Educação do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>56</volume>
<numero>50</numero>
<fpage>190</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352018000400190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352018000400190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352018000400190&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo pretende discutir, em primeiro plano, as concep&#231;&#245;es de gest&#227;o identificadas no Plano de A&#231;&#245;es Articuladas (PAR); em segundo lugar, alguns aspectos do cen&#225;rio da gest&#227;o educacional definidos pelos munic&#237;pios de Natal e Bel&#233;m. O estudo fundamenta-se na an&#225;lise do referencial bibliogr&#225;fico e documental pertinente &#224; tem&#225;tica em discuss&#227;o, al&#233;m de depoimentos de atores envolvidos na gest&#227;o educacional dos munic&#237;pios pesquisados. A discuss&#227;o aqui empreendida possibilitou a constata&#231;&#227;o de que, embora o discurso da gest&#227;o democr&#225;tica apare&#231;a na dimens&#227;o da gest&#227;o educacional do PAR, todo o encaminhamento metodol&#243;gico do instrumento est&#225; direcionado na perspectiva do planejamento estrat&#233;gico, fundamentado na racionalidade t&#233;cnica e no controle de resultados, desconsiderando a base pedag&#243;gica, pol&#237;tica e econ&#244;mica que torna poss&#237;vel a sua legitima&#231;&#227;o. Bel&#233;m e Natal, por n&#227;o apresentarem as condi&#231;&#245;es pol&#237;ticas e estruturais para a efetiva&#231;&#227;o de seu planejamento educacional, carecem do suporte t&#233;cnico e financeiro da Uni&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article intends to discuss, in the foreground, the concepts of management identified in the Articulated Actions Plan (PAR); secondly some aspects of the educational management scenario defined by the municipalities of Natal and Bel&#233;m. The study is based on bibliographic and documentary referential pertinent to the topic under discussion, as well as testimonies of actors involved in the educational management of the municipalities surveyed. The discussion here made it possible to verify that, although the discourse of democratic management appears in the educational management dimension of the PAR, all the methodological guidance of the instrument is directed at the strategic planning perspective, based on technical rationality and control of results, disregarding the pedagogical, political and economic basis that makes possible its legitimation. Bel&#233;m and Natal, because they do not present the political and structural conditions for the implementation of their educational planning, lack the technical and financial support of the Union.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente art&#237;culo pretende discutir, en primer plano, las concepciones de gesti&#243;n identificadas en el Plan de Acciones Articuladas (PAR); en segundo lugar, algunos aspectos del escenario de la gesti&#243;n educativa definidos por los municipios de Natal y Bel&#233;m. El estudio se fundamenta en el an&#225;lisis del referencial bibliogr&#225;fico y documental pertinente a la tem&#225;tica en discusi&#243;n, adem&#225;s de testimonios de actores involucrados en la gesti&#243;n educativa de los municipios encuestados. La discusi&#243;n aqu&#237; emprendida posibilit&#243; la constataci&#243;n de que, aunque el discurso de la gesti&#243;n democr&#225;tica aparezca en la dimensi&#243;n de la gesti&#243;n educativa del PAR, todo el encaminamiento metodol&#243;gico del instrumento est&#225; orientado en la perspectiva de la planificaci&#243;n estrat&#233;gica, fundamentado en la racionalidad t&#233;cnica y en el control de resultados, desconsiderando la base pedag&#243;gica, pol&#237;tica y econ&#243;mica que hace posible su legitimaci&#243;n. Bel&#233;m y Natal, por no presentar las condiciones pol&#237;ticas y estructurales para la efectividad de su planificaci&#243;n educativa, carecen del soporte t&#233;cnico y financiero de la Uni&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Gestão da educação]]></kwd>
<kwd lng="pt"><![CDATA[Plano de Ações Articuladas]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Management of education]]></kwd>
<kwd lng="en"><![CDATA[Plan of Articulated Actions]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Gestión de la educación]]></kwd>
<kwd lng="es"><![CDATA[Plan de Acciones Articuladas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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