<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362017000100182</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362017000100007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[An&#225;lise dos argumentos que apresentam as 20 metas do Plano Nacional de Educa&#231;&#227;o]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the arguments that the 20 goals of the national education plan present]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de los argumentos que presentan las 20 metas del plan nacional de educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarenga]]></surname>
<given-names><![CDATA[Claudia Helena Azevedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mazzotti]]></surname>
<given-names><![CDATA[Tarso Bonilha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>94</numero>
<fpage>182</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362017000100182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362017000100182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362017000100182&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo analisar os materiais discursivos do Caderno Digital &#8220;Conhecendo as 20 metas do PNE&#8221;, que apresenta o Plano Nacional de Educa&#231;&#227;o (PNE) sancionado em 2014. Este Plano estabelece legalmente as metas para a pr&#243;xima d&#233;cada com rela&#231;&#227;o &#224; educa&#231;&#227;o escolar. O Caderno Digital explicita os acordos acerca do que se diz prefer&#237;vel para a escolariza&#231;&#227;o pela sociedade brasileira. Como metodologia utiliza-se a an&#225;lise ret&#243;rica pelo vi&#233;s da Teoria da Argumenta&#231;&#227;o, como proposto pela Nova Ret&#243;rica, o que permite examinar as t&#233;cnicas argumentativas e os racioc&#237;nios de maior ades&#227;o para as a&#231;&#245;es educativas estabelecidas, ao expor os valores afirmados e onde se sustentam neste contexto. Os discursos recorrem &#224;s figuras de amplifica&#231;&#227;o e a outros racioc&#237;nios que instituem os argumentos usuais e familiares entre orador e audit&#243;rio neste documento. A cren&#231;a na possibilidade de modificar valores em conjun&#231;&#227;o &#224; representa&#231;&#227;o de percurso escolar determinado e determin&#225;vel constituem as premissas para o desenvolvimento dos argumentos que justificam as metas do PNE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the discursive materials of the Digital Notebook &#8220;Knowing the 20 goals of the PNE&#8221; which features the National Education Plan (PNE) sanctioned in 2014. This Plan legally establishes the goals for the next decade with respect to education. The Digital Notebook makes explicit the agreements on what is said to be preferable for educating according to Brazilian society. The rhetorical analysis by the bias of Argumentation Theory, as proposed by New Rhetoric, is used as methodology and allows examining the argumentative techniques and the reasoning of greater adherence to the established educational actions, as they expose the stated values and where they are supported in this context. The speeches use figures of amplification and other reasoning which establish the usual and familiar arguments between the speaker and the audience in this document. The belief in the possibility of modifying values in conjunction to the representation of determined and determinable schooling journey are the premises for the development of the arguments that justify the PNE goals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo tiene como objetivo analizar los materiales discursivos del Cuaderno Digital &#8220;Conociendo las 20 metas del PNE&#8221;, que presenta el Plan Nacional de Educaci&#243;n (PNE) sancionado en 2014. Este Plan establece legalmente las metas para el pr&#243;ximo decenio relativas a la educaci&#243;n escolar. El Cuaderno Digital explicita los acuerdos sobre lo que la sociedad brasile&#241;a desea para la escolarizaci&#243;n. La metodolog&#237;a utilizada es el an&#225;lisis ret&#243;rico a partir del sesgo de la Teor&#237;a de la Argumentaci&#243;n propuesta por la Nueva Ret&#243;rica, que permite examinar las t&#233;cnicas argumentativas y los razonamientos de mayor adherencia a las acciones educativas establecidas, al exponer los valores declarados y en d&#243;nde se apoyan en este contexto. Los discursos recurren a figuras de amplificaci&#243;n y otros razonamientos constitutivos de los argumentos habituales y familiares entre el orador y el auditorio en el presente documento. La creencia en la posibilidad de modificar los valores junto a la representaci&#243;n de una escolarizaci&#243;n determinada y determinable son las premisas para el desarrollo de los argumentos que justifican las metas del PNE.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Legislação educacional]]></kwd>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Educational legislation]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Legislación educativa]]></kwd>
<kwd lng="es"><![CDATA[Argumentación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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