<?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>S0104-40362022000300718</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362022003003314</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Public policies for school network planning in Portugal: changes in municipal responsibilities and choices]]></article-title>
<article-title xml:lang="pt"><![CDATA[Políticas públicas de planeamento da rede escolar em Portugal: evolução das responsabilidades e opções municipais]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas públicas para la planificación de la red escolar en Portugal: cambios en las responsabilidades y elecciones municipales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Lúcia Isabel Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcoforado]]></surname>
<given-names><![CDATA[Joaquim Luís Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cordeiro]]></surname>
<given-names><![CDATA[António Manuel Rochette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>30</volume>
<numero>116</numero>
<fpage>718</fpage>
<lpage>741</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362022000300718&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362022000300718&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362022000300718&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The presentation of the Education charter in 2003 in Portugal as an instrument for future planning of school network represented the beginning of a different phase in public Education policies, seen as a necessary step towards the modernization of the primary school network. More than a decade later, at the start of a new cycle in public Education policies, a second phase of the reorganization of the public-school network began, with the revision of the Education charters. This paper aims to carry out a comparative analysis of these two periods, based on a qualitative research conducted in 34 municipalities in Central Portugal, featuring different realities, to identify the main differences and similarities and to determine the influence of territorial and human factors on the solutions adopted. It seems possible to conclude that new municipal actions have emerged that prioritize planning aimed at local specificities, in contrast to the previous approach, focused on compliance with central government stipulations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em Portugal, a apresentação, em 2003, da carta educativa como instrumento de planeamento prospetivo da rede escolar representou o início de uma fase diferente nas políticas públicas de Educação, que permitiu a requalificação da rede escolar pública do 1.º ciclo do Ensino Básico. Mais de uma década depois, no início de um novo ciclo nas políticas públicas de Educação, arranca um segundo momento da reorganização da rede escolar pública, com a revisão das cartas educativas. O presente artigo propõe-se, com base numa investigação qualitativa desenvolvida em 34 municípios da Região Centro com realidades distintas, realizar uma análise comparativa destes dois períodos, identificando as principais divergências e convergências e avaliando a influência dos fatores territoriais e humanos nas soluções adotadas. Parece possível concluir o aparecimento de novas lógicas municipais de ação, que privilegiam um planeamento direcionado para a defesa das especificidades locais em detrimento do anterior planeamento centrado no cumprimento das determinações do Estado central.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presentación de la carta de educación en 2003 en Portugal como un instrumento de planificación prospectiva de la red escolar representó el comienzo de una fase diferente en las políticas públicas de Educación vistas como un paso necesario para la modernización de la red escolar primaria. Más de una década después, al inicio de un nuevo ciclo en las políticas públicas de Educación, se ha iniciado una segunda fase de reordenación de la red de escuelas públicas, con la revisión de las cartas educativas. Este artículo tiene como objetivo realizar un análisis comparativo de estos dos períodos a partir de una investigación cualitativa realizada en 34 municipios del centro de Portugal, con realidades diferentes, para identificar las principales diferencias y similitudes y determinar la influencia de los factores territoriales y humanos en las soluciones adoptadas. Parece posible concluir que han surgido nuevas acciones municipales que priorizan la planificación dirigida a las especificidades locales en contraste con el enfoque anterior, centrado en cumplir con las estipulaciones del gobierno central.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Public Education Policies]]></kwd>
<kwd lng="en"><![CDATA[School Network Planning]]></kwd>
<kwd lng="en"><![CDATA[Local Power]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas de Educação]]></kwd>
<kwd lng="pt"><![CDATA[Planeamento da Rede Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Poder Local]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas de Educación]]></kwd>
<kwd lng="es"><![CDATA[Planificación de la Red Escolar]]></kwd>
<kwd lng="es"><![CDATA[Poder Local]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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