<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932008000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Política educacional brasileira: limites e perspectivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saviani]]></surname>
<given-names><![CDATA[Dermeval]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2008</year>
</pub-date>
<numero>24</numero>
<fpage>07</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932008000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932008000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932008000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A política educacional diz respeito às decisões que o Poder Público, isto é, o Estado, toma em relação à educação. Tratar, pois, dos limites e perspectivas da política educacional brasileira implica examinar o alcance das medidas educacionais tomadas pelo Estado brasileiro. No que se refere aos limites da política educacional brasileira, haveria muitos aspectos a considerar. Penso, porém, que as várias limitações são, em última instância, tributárias de duas características estruturais que atravessam a ação do Estado brasileiro no campo da educação desde as origens até os dias atuais. Refiro-me à histórica resistência que as elites dirigentes opõem à manutenção da educação pública; e à descontinuidade, também histórica, das medidas educacionais acionadas pelo Estado. A primeira limitação materializa-se na tradicional escassez dos recursos financeiros destinados à educação; a segunda corporificasse na seqüência interminável de reformas, cada qual recomeçando da estaca zero e prometendo a solução definitiva dos problemas que se vão perpetuando indefinidamente. Na seqüência procurarei explicitar como se manifestaram essas duas limitações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The educational policies concern the decisions that the Government, that is the State, takes regarding the education. Therefore, dealing with the limits and perspectives of the Brazilian educational policies implies in examining the scope of the educational measures taken by the Brazilian State. There would be many aspects to be considered regarding the limits of the Brazilian educational policies. I think, however, that many of the limitations derive, in last instance, from two structural characteristics that cross the action of the Brazilian State in the field of the education from its origins until today, and by that I mean the historical resistance that the leading elites present to the maintenance of the public education, and the discontinuity, also historical, of the educational measures defended by the State. The first limitation materializes in the traditional scarcity of the financial resources destined to education; the second is embodied in the interminable sequence of reforms, each one beginning again from scratch, and promising the definitive solution of the problems that go on endelessly. In the sequence I will try to explain how these two limitations have manifested themselves.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Brasileira]]></kwd>
<kwd lng="pt"><![CDATA[Educação Pública]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Sociais e Política Educacional]]></kwd>
<kwd lng="en"><![CDATA[Brazilian Education]]></kwd>
<kwd lng="en"><![CDATA[Public Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Social Policies and Educational Policies]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Pol&iacute;tica  educacional brasileira: limites e perspectivas.</h2> <h3>Brazilian educational policies: limits and  perspectives.</h3>     <p>&nbsp;</p> <h4>Dermeval  Saviani</h4> </font>      ]]></body>
</article>
