<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602020000100136</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.67115</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os sistemas educacionais no contexto da transição da Nova Gestão Pública para a Pós-Nova Gestão Pública: estudo comparado entre Brasil e Espanha]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational systems in the context of the transition from New Public Management to the Post-New Public Management: comparative study between Brazil and Spain]]></article-title>
<article-title xml:lang="es"><![CDATA[Los sistemas educativos en el contexto de la transición de la Nueva Gestión Pública a la Post Nueva Gestión Pública: estudio comparado entre Brasil y España]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parente]]></surname>
<given-names><![CDATA[Juliano Mota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villar]]></surname>
<given-names><![CDATA[Lourdes Belén Espejo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Espanha</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602020000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602020000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602020000100136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo do presente artigo é sistematizar a transição da Nova Gestão Pública (NGP) para a Pós-Nova Gestão Pública (PNGP), verificando em que medida estes modelos influenciaram na atualidade os sistemas educacionais do Brasil e da Espanha. A partir das reformas na administração pública e na gestão educacional ocorridas após a década de 1990, podemos observar a implementação de políticas públicas embasadas na NGP e na PNGP, fortalecendo o discurso do institucionalismo mundial e das ideologias globais que defendem um Estado supranacional e regulador de um sistema educacional padronizado. Neste contexto, o nosso objeto de estudo se concentra na educação pública no Brasil e na Espanha, analisando as interferências no campo da política e da gestão educacional. Metodologicamente, o trabalho se construiu a partir de uma perspectiva comparada dos sistemas educacionais do Brasil e da Espanha, seguindo o enfoque formal (PEGORARO, 2010) e a teoria da economia internacional (COHEN, 2008). Os dados analisados nos permitiram referenciar a influência da NGP e da PNGP nos sistemas educacionais dos países estudados, legitimando uma tendência de racionalidade educacional global.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article is to systematize the transition from New Public Management (NGP) to Post-New Public Management (PNGP), verifying the extent to which these models have currently influenced the educational systems of Brazil and Spain. From the reforms in public administration and educational management that took place after the 1990s, we can observe the implementation of public policies based on NGP and PNGP, strengthening the discourse of world institutionalism and global ideologies that defend a supranational and regulatory state of a standardized educational system. In this context, our object of study focuses on public education in Brazil and Spain, analyzing the interferences in the field of educational policy and management. Methodologically, the work was built upon a comparative perspective of the educational systems of Brazil and Spain, following the formal approach (PEGORARO, 2010) and the theory of international economics (COHEN, 2008). The analyzed data allowed us to refer to the influence of NGP and PNGP in the educational systems of the countries studied, legitimizing a trend of global educational rationality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del presente artículo es sistematizar la transición de la Nueva Gestión Pública (NGP) a la Post Nueva Gestión Pública (PNGP), verificando en qué medida estos modelos influyen en la actualidad en los sistemas educativos de Brasil y España. A partir de las reformas producidas en la administración pública y en la gestión educativa después de la década de 1990, podemos observar la implantación de políticas públicas basadas en la NGP y en la PNGP, sustentadoras del discurso del institucionalismo mundial y de las ideologías globales que defienden un Estado supranacional y regulador, y un sistema educativo estandarizado. En ese contexto, nuestro objetivo de estudio se centra en la educación pública en Brasil y España, analizando las interferencias en el campo de la política y la gestión educativa. Metodológicamente, el trabajo se ha construido desde una perspectiva comparada de los sistemas educativos de Brasil y España, siguiendo el enfoque formal (PEGORARO, 2010) y la teoría de la economía internacional (COHEN, 2008). Los datos analizados nos permiten referenciar la influencia de la NGP y la PNGP en los sistemas educativos de los países estudiados, y su contribución a legitimar una tendencia de racionalidad educativa global.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Nova Gestão Pública]]></kwd>
<kwd lng="pt"><![CDATA[Sistemas educativos]]></kwd>
<kwd lng="pt"><![CDATA[Gestão educacional]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Post-New Public Management]]></kwd>
<kwd lng="en"><![CDATA[Educational systems]]></kwd>
<kwd lng="en"><![CDATA[Educational management]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Post Nueva Gestión Pública]]></kwd>
<kwd lng="es"><![CDATA[Sistemas educativos]]></kwd>
<kwd lng="es"><![CDATA[Gestión educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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