<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000401604</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i4p1604-1625</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DE GESTORES ESCOLARES CEARENSES NO CONTEXTO DAS PARCERIAS PÚBLICO-PRIVADAS]]></article-title>
<article-title xml:lang="en"><![CDATA[TRAINING OF CEARAN SCHOOL MANAGERS IN THE CONTEXT OF PUBLIC-PRIVATE PARTNERSHIPS]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DE GERENTES ESCOLARES DE CEARAN EN EL CONTEXTO DE LAS ALIANZAS PÚBLICO-PRIVADAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MAIA]]></surname>
<given-names><![CDATA[Eridan Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[Marcia Betania de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte Faculdade de Educação Departamento de Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>1604</fpage>
<lpage>1625</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401604&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401604&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401604&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho aborda formação de gestores escolares no contexto das políticas público-privadas, cuja temática vem ganhando espaço em discussões acadêmicas dos últimos anos. Analisa o processo de recontextualização das formações dos gestores de escolas estaduais de ensino médio regular, do Estado do Ceará, no âmbito da CREDE 10, Russas/CE, com foco na formação pelo método Circuito de Gestão em parceria com o Instituto Unibanco. Na construção do referencial teórico utiliza a abordagem do Ciclo de Políticas proposto por Bowe; Ball; Gold (1992), em torno da ideia de recontextualização, permeada pela noção de performatividade, enquanto incentivo para produzir novos perfis institucionais, na identificação da existência de um contexto político onde predomina a &#8220;convergência de políticas&#8221; (BALL, 2004). Tal contexto parece caracterizar o surgimento de um novo paradigma na orientação gerencialista dos governos neoliberais nessa nova possibilidade de mercado, em especial no Estado do Ceará. Analisa resultados de uma pesquisa feita através de questionário com seis gestores escolares em relação ao período de 2016 a 2018. Como resultados, é possível destacar sinais de controle na educação cearense através da política de accountability e da cultura da performatividade implementadas no paradigma da educação pública cearense. Também, que o método Circuito de Gestão é traduzido pelos gestores na recriação de espaços de negociação entre os diferentes interesses da política em pauta e os projetos demandados nas escolas. Considera, por fim, que a recontextualização das políticas, no contexto da prática, aponta possibilidades de confrontos e resistências frente às políticas educacionais e curriculares no contexto atual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper addresses the formation of school managers in the context of public-private policies, whose theme has been gaining ground in the academic discussions of recent years. It analyzes the recontextualization process of the trainings of the managers of state high schools of the state of Ceará, in the scope of CREDE 10, Russas / CE, focusing on the formation by the Management Circuit method in partnership with the Unibanco Institute. In the construction of the theoretical framework uses the approach of the Policy Cycle proposed by Bowe; Ball; Gold (1992), around the idea of recontextualization, permeated by the notion of performativity, as an incentive to produce new institutional profiles, identifying the existence of a political context where &#8220;policy convergence&#8221; predominates (BALL, 2004). Such context seems to characterize the emergence of a new paradigm in the managerialist orientation of neoliberal governments in this new market possibility, especially in the State of Ceará. It analyzes the results of a questionnaire survey with six school managers from 2016 to 2018. As a result, it is possible to highlight control signals in Ceará education through the accountability policy and the performativity culture implemented in the public education paradigm. Ceará. Also, that the Management Circuit method is translated by the managers in the recreation of negotiation spaces between the different interests of the policy in question and the projects demanded in the schools. Finally, it considers that the recontextualization of policies, in the context of practice, points to possibilities of confrontation and resistance to educational and curricular policies in the current context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo aborda la formación de gerentes escolares en el contexto de políticas público-privadas, cuyo tema ha ido ganando terreno en las discusiones académicas de los últimos años. Analiza el proceso de recontextualización de las capacitaciones de los gerentes de las escuelas secundarias estatales del estado de Ceará, en el ámbito de CREDE 10, Russas / CE, centrándose en la formación por el método del Circuito de Gestión en colaboración con el Instituto Unibanco. En la construcción del marco teórico se utiliza el enfoque del Ciclo de Políticas propuesto por Bowe; Pelota; Gold (1992), en torno a la idea de recontextualización, impregnada por la noción de performatividad, como un incentivo para producir nuevos perfiles institucionales, identificando la existencia de un contexto político donde predomina la "convergencia de políticas" (BALL, 2004). Tal contexto parece caracterizar el surgimiento de un nuevo paradigma en la orientación gerencialista de los gobiernos neoliberales en esta nueva posibilidad de mercado, especialmente en el Estado de Ceará. Analiza los resultados de una encuesta con seis gerentes escolares de 2016 a 2018. Como resultado, es posible resaltar las señales de control en la educación de Ceará a través de la política de rendición de cuentas y la cultura de rendimiento implementada en el paradigma de la educación pública. Ceará Asimismo, que el método del Circuito de Gestión sea traducido por los gerentes en la recreación de espacios de negociación entre los diferentes intereses de la política en cuestión y los proyectos demandados en las escuelas. Finalmente, considera que la recontextualización de las políticas, en el contexto de la práctica, apunta a posibilidades de confrontación y resistencia a las políticas educativas y curriculares en el contexto actual.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Gestores Escolares]]></kwd>
<kwd lng="pt"><![CDATA[Parcerias público-privadas]]></kwd>
<kwd lng="pt"><![CDATA[Accountability]]></kwd>
<kwd lng="pt"><![CDATA[Performatividade]]></kwd>
<kwd lng="pt"><![CDATA[Recontextualização]]></kwd>
<kwd lng="en"><![CDATA[Training of Managers]]></kwd>
<kwd lng="en"><![CDATA[Managerialism]]></kwd>
<kwd lng="en"><![CDATA[Public-Private Partnerships]]></kwd>
<kwd lng="en"><![CDATA[Accountability]]></kwd>
<kwd lng="en"><![CDATA[Performativity]]></kwd>
<kwd lng="en"><![CDATA[recontextualization]]></kwd>
<kwd lng="es"><![CDATA[Capacitación de gerentes]]></kwd>
<kwd lng="es"><![CDATA[Gerencialismo]]></kwd>
<kwd lng="es"><![CDATA[Asociaciones público-privadas]]></kwd>
<kwd lng="es"><![CDATA[Rendición de cuentas]]></kwd>
<kwd lng="es"><![CDATA[Performatividad]]></kwd>
<kwd lng="es"><![CDATA[Recontextualización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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