<?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>S0104-40602024000102009</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.93774</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Banco Mundial e políticas nacionais: enlaces no campo da gestão da educação básica pós-2000]]></article-title>
<article-title xml:lang="en"><![CDATA[World Bank and national policies: connections in basic school management after the 2000s]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Aline Bettiolo dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nardi]]></surname>
<given-names><![CDATA[Elton Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Catarinense (IFC)  ]]></institution>
<addr-line><![CDATA[Videira Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina (UNOESC)  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602024000102009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602024000102009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602024000102009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo tem por objetivo analisar conexões da política de gestão da educação básica brasileira corrente no período de 2010 a 2018 com a regulação por resultados defendida pelo Banco Mundial (BM). Consiste na análise de enlaces estabelecidos entre receituários do BM identificados com a lógica da produção e da regulação por resultados, políticas educacionais brasileiras no cenário pós-2000. Os procedimentos de pesquisa compreenderam revisão teórico-conceitual e exame de dois documentos nacionais do período, situados como medidas de política de expressiva repercussão: o Plano Nacional de Educação (PNE) 2014-2024 e a Base Nacional Comum Curricular (BNCC). Destaca que os enlaces acontecem a partir do conceito de qualidade presente nos documentos, com conotação genérica e frequentemente ligado às avaliações, e da relação público-privado, com limites cada vez mais tênues. Conclui, portanto, que: i) o alinhamento entre competências gerais, currículos, formação docente e material didático é uma via de incidência de argumentos defendidos pelo BM e que se verificam em documentos nacionais, como ocorre na BNCC; ii) o tom de aconselhamento em documentos da agência e nos nacionais registra a necessidade de se perseguir o desempenho em avaliações padronizadas, como forma de impulsionar a aprendizagem. Mais ainda, como uma possibilidade de assegurar um modo de regulação fundamentado na produção de resultados. Outra simetria que pode contribuir para o vislumbre de enlace é iii) a associação entre accountability e a gestão educacional/escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article investigates the connections between the policies to manage Brazilian basic education from 2010 to 2018 and the result-based regulations defended by the World Bank (WB). We analyze the links between WB guidelines identified with the production logic, result-based regulations, and Brazilian educational policies after the 2000s. The research procedures were a theoretical-conceptual review and the examination of two critical national documents: the Plano Nacional de Educação (PNE-National Education Plan) 2014-2024 and the Base Nacional Comum Curricular (BNCC-Common National Curriculum Framework). The connections occur from the concept of quality presented in the documents, which are generic and normally linked to assessment, and the increasingly blurred limits between public and private. Therefore, we conclude that: i) the alignment between general skills, curricula, teacher training, and didactic material is a way to support WB arguments that can be seen in national documents, as in BNCC; ii) the advising tone used in the WB and national documents shows the need to seek performance in standardized assessment as a way to ensure a regulation format based on results. Another symmetry that can help see this connection is iii) the association between accountability and school/education management.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gestão da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Banco Mundial]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[PNE]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[Education Management]]></kwd>
<kwd lng="en"><![CDATA[World Bank]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[PNE]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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