<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922015000100075</article-id>
<article-id pub-id-type="doi">10.2592/EDT17N1A20150087</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação estado - sociedade civil nas políticas educacionais para a Educação de Jovens e Adultos (EJA)]]></article-title>
<article-title xml:lang="en"><![CDATA[Lation state - civil society in education policies for the Education of Youth and Adult (EJA)]]></article-title>
<article-title xml:lang="es"><![CDATA[Relación del estado - la sociedad civil en la política de la Educación para la Juventud y la Educación de Adultos (EJA)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maiolino]]></surname>
<given-names><![CDATA[Elielma Velasquez de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade Salesiana de Santa Teresa  ]]></institution>
<addr-line><![CDATA[Corumbá MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>75</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922015000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922015000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922015000100075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem como objetivo apresentar as discuss&#245;es em torno da rela&#231;&#227;o Estado - sociedade civil na elabora&#231;&#227;o, implementa&#231;&#227;o e acompanhamento das pol&#237;ticas educacionais para a Educa&#231;&#227;o de Jovens e Adultos (EJA) no Brasil e o financiamento dessa modalidade de ensino, fortalecida por meio das parcerias entre o p&#250;blico, o privado e organiza&#231;&#245;es n&#227;o governamentais. Para a realiza&#231;&#227;o da pesquisa foram utilizados, como dados prim&#225;rios, os documentos produzidos e publicados pelo Minist&#233;rio da Educa&#231;&#227;o (MEC) e como fontes secund&#225;rias utilizou-se as produ&#231;&#245;es acad&#234;micas que trataram da tem&#225;tica e que ajudaram na compreens&#227;o das categorias de an&#225;lise: Estado, trabalho, capital e pol&#237;tica p&#250;blica de corte social. Os resultados podem ser assim sintetizados: se, antes, a participa&#231;&#227;o da sociedade civil se circunscrevia aos processos de democratiza&#231;&#227;o do Estado, pelo seu papel de controle e direcionamento dos servi&#231;os p&#250;blicos, neste momento ela &#233; conduzida a colaborar diretamente com a oferta dos servi&#231;os educacionais, pela l&#243;gica de diminui&#231;&#227;o das responsabilidades do Estado. Portanto, as pol&#237;ticas educacionais est&#227;o postas mais como formaliza&#231;&#227;o de direito ao acesso a essa popula&#231;&#227;o, do que como forma de qualificar as especificidades da educa&#231;&#227;o de jovens e adultos em seus diversos contextos socioculturais para o mundo do trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to present discussions around the relation state - civil society in the formulation, implementation and monitoring of educational policies for the Education of Youth and Adults (EJA) in Brazil and the funding of this type of education, strengthened through partnerships between the public, the private and non-governmental organizations. To conduct the survey were used as primary data, documents produced and published by the Ministry of Education (MEC) and as secondary sources were used academic productions that addressed the thematic and helped in the understanding of the categories of analysis: State, labor, capital and public policy in the social sector. The results can be summarized as follows: if before the civil society participation was limited to State democratization processes, for its role of control and direction of public services, this time it is conducted to collaborate directly with the provision of educational services, by the reduction logic of State responsibilities. Therefore, educational policies are put more as formalization of the right to the access to that population, than as a way of qualifying the specifics of the education of youth and adults in their various socio-cultural contexts for the world of work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo tiene como objetivo presentar los debates referentes a la sociedad estatal - civil en la formulaci&#243;n, aplicaci&#243;n y seguimiento de las pol&#237;ticas educativas para la Educaci&#243;n de los J&#243;venes y Adultos (EJA) en el Brasil y en la financiaci&#243;n de este tipo de educaci&#243;n, fortalecida a trav&#233;s de asociaciones entre el sector p&#250;blico y las organizaciones privadas y no gubernamentales. Para realizar el estudio se utilizaron como datos primarios, los documentos producidos y publicados por el Ministerio de Educaci&#243;n (MEC) y como fuentes secundarias se utilizaron producciones acad&#233;micas que abordaron la tem&#225;tica, lo que ayud&#243; en la comprensi&#243;n de las categor&#237;as de an&#225;lisis: el Estado, el trabajo, el capital y la pol&#237;tica p&#250;blica en el sector social. Los resultados se pueden resumir de la siguiente manera: si antes, la participaci&#243;n de la sociedad civil se circunscribia a los procesos de la democratizaci&#243;n del Estado, debido a su papel de control y de direccionamiento de los servicios p&#250;blicos, en este momento, ella es conducida a colaborar directamente con la oferta de los servicios educacionales, la l&#243;gica disminuci&#243;n de las responsabilidades del Estado. Por tanto, las pol&#237;ticas educacionales est&#225;n puestas m&#225;s como formalizaci&#243;n de derecho al aceso de esa populaci&#243;n, est&#225; propuesta m&#225;s como formalizaci&#243;n del derecho al acceso a esta poblaci&#243;n, de que una forma de calificar las especificaciones de la educaci&#243;n de los jovenes y adultos en sus diversos contextos socioculturales para el mundo del trabajo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Parcerias]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[Partnerships]]></kwd>
<kwd lng="es"><![CDATA[Educación de Jóvenes y Adultos]]></kwd>
<kwd lng="es"><![CDATA[Las políticas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Asociaciones]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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