<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092015000200559</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.10i2.0014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa Mais Educação como política de educação integral: uma análise a partir da abordagem do ciclo de políticas]]></article-title>
<article-title xml:lang="en"><![CDATA[More Education Program as a policy of integral education: an analysis from policy cycle approach]]></article-title>
<article-title xml:lang="es"><![CDATA[Programa Más Educación como política de educación integral: un análisis desde el abordaje del ciclo de políticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bittencourt]]></surname>
<given-names><![CDATA[Zoraia Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morosini]]></surname>
<given-names><![CDATA[Marilia Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>10</volume>
<numero>2</numero>
<fpage>559</fpage>
<lpage>583</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092015000200559&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092015000200559&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092015000200559&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo discute o Programa Mais Educa&#231;&#227;o, integrante da atual pol&#237;tica educacional do pa&#237;s para a Educa&#231;&#227;o B&#225;sica. O objetivo &#233; analis&#225;-lo a partir da Abordagem do Ciclo de Pol&#237;ticas, de Ball e colaboradores (1992), percorrendo as influ&#234;ncias da internacionaliza&#231;&#227;o das pol&#237;ticas educacionais, os embates de grupos de interesse na formula&#231;&#227;o dos documentos orientadores e as avalia&#231;&#245;es iniciais do programa, essas a partir da an&#225;lise de resultados apresentados por publica&#231;&#245;es das reuni&#245;es da Associa&#231;&#227;o Nacional de P&#243;s-Gradua&#231;&#227;o e Pesquisa em Educa&#231;&#227;o (ANPEd). Os resultados do estudo mostram que a arena de disputas onde se delineiam as pol&#237;ticas educacionais est&#225; constitu&#237;da por atores em posi&#231;&#245;es assim&#233;tricas de poder e de influ&#234;ncia, o que nos permite problematizar a forma, muitas vezes aligeirada, de o governo e seus interlocutores colocarem em a&#231;&#227;o pol&#237;ticas educacionais sem o necess&#225;rio di&#225;logo tamb&#233;m com os sujeitos imersos nos espa&#231;os escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper discusses the More Education Program, which makes part of the current Brazilian educational policy for Basic Education. The aim is to analyze the program based on policy cycle approach, as postulated by Ball and colleagues (1992), considering the influences of the internationalization of educational policies, the clashes of interest groups in the elaboration of policy documents, and initial evaluations of the program. This is accomplished with the analysis of publications in proceedings of the National Association of Postgraduate and Research in Education (ANPEd). The results show that the arena of disputes in which the educational policies are outlined is constituted by actors in asymmetric positions of power and influence. This allows us to questions the ways, often hasty, in which the government and its interlocutors put into action educational policies without the necessary dialog with the individuals who are immersed in the school spaces.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo discute el Programa Mais Educa&#231;&#227;o, integrante de la actual pol&#237;tica educacional de Brasil para la educaci&#243;n b&#225;sica, con el objetivo de analizarlo desde el Ciclo de Pol&#237;ticas de Ball y colaboradores (1992). Se recorren las influencias de la internacionalizaci&#243;n de las pol&#237;ticas educacionales, los embates de grupos de inter&#233;s en la formulaci&#243;n de los documentos orientadores y las evaluaciones iniciales del programa, &#233;stas desde el an&#225;lisis de resultados expuestos por publicaciones de los encuentros de la Asociaci&#243;n Nacional de Posgrado y Investigaci&#243;n en Educaci&#243;n (ANPEd). Los resultados del estudio muestran que el escenario de disputas en el cual se trazan las pol&#237;ticas educacionales est&#225; constituido por protagonistas en posiciones asim&#233;tricas de poder y de influencia, lo que nos permite problematizar la forma -frecuentemente leviana - en la que el gobierno y sus interlocutores colocan en acci&#243;n pol&#237;ticas educacionales con la carencia del necesario di&#225;logo con los sujetos inmersos en los espacios escolares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Programa Mais Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ciclo de Políticas]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[More Education Program]]></kwd>
<kwd lng="en"><![CDATA[Policy Cycles]]></kwd>
<kwd lng="es"><![CDATA[Políticas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Programa Mais Educação]]></kwd>
<kwd lng="es"><![CDATA[Ciclo de Políticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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