<?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]]></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>S1809-43092025000100120</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.25039.042</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas que reconfiguram a escola: redes políticas e efeitos no trabalho docente, currículo e gestão na educação pública]]></article-title>
<article-title xml:lang="en"><![CDATA[Policies that reconfigure schooling: policy networks and their effects on teachers&#8217; work, curriculum and management in public education]]></article-title>
<article-title xml:lang="es"><![CDATA[Políticas que reconfiguran la escuela: redes políticas y efectos en el trabajo docente, el currículo y la gestión de la educación pública]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arguelho]]></surname>
<given-names><![CDATA[Mateus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gandin]]></surname>
<given-names><![CDATA[Luís Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universitat de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092025000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho visa discutir as repercussões da presença de atores variados na construção de políticas educacionais no trabalho docente, currículo e gestão escolar. Para tanto, começamos com a discussão teórica do Estado como relação social e o uso do enfoque estratégico-relacional para a análise do Estado e da mobilização de forças que compõem o poder estatal. Em seguida, passamos à discussão da mobilização de diferentes atores em políticas educativas, principalmente a partir da Nova Gestão Pública (ou gerencialismo). Complementando essa visão, utilizamos a noção de redes políticas para compreender a catalisação de diferentes atores para o tratamento das políticas públicas. Posteriormente, utilizamos a etnografia de redes como metodologia para encontrar atores distintos que atuam em políticas específicas, levadas a cabo no estado do Rio Grande do Sul entre 2021 e 2023, e sua posterior discussão e análise no trabalho docente, currículo e gestão. A presença desses atores tem acarretado dinâmicas de requalificação e desqualificação, o crescimento da noção conservadora de um conhecimento oficial e processos híbridos de centralização e descentralização da gestão educativa. Concluímos defendendo uma agenda de pesquisa que desvele as políticas, os atores e seus discursos, para a consolidação de uma agenda de resistência a elas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper seeks to discuss the repercussions of the involvement of various actors in the construction of education policies on teachers&#8217; work, curriculum, and school management. In order to do so, we begin with a theoretical discussion of the State as a social relation and the use of the strategic-relational approach to analyze the State and the mobilization of forces that constitute state power. We then examine the mobilization of different actors in education policy, primarily through the lens of New Public Management (or managerialism). Complementing this perspective, we use the notion of policy networks to understand the catalyzation of different actors for the treatment of public policies. We then use network ethnography as a methodology to find distinct actors who act in specific policies implemented in the state of Rio Grande do Sul, Brazil, between 2021 and 2023, and their subsequent discussion and analysis in teacher&#8217;s work, curriculum, and management. The presence of these actors has led to dynamics of reskilling and deskilling, the growth of the conservative notion of official knowledge, and hybrid processes of centralization and decentralization in educational management. We conclude by advocating for a research agenda that uncovers policies, actors, and their discourses, in order to consolidate a counter-hegemonic agenda of resistance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo busca discutir las repercusiones de la presencia de diversos actores en la construcción de políticas educativas sobre el trabajo docente, el currículo y la gestión escolar. Para ello, partimos de una discusión teórica sobre el Estado como relación social y del uso del enfoque estratégico-relacional para analizar el Estado y la movilización de fuerzas que componen el poder estatal. Posteriormente, abordamos la movilización de diferentes actores en la política educativa, principalmente desde la perspectiva de la Nueva Gestión Pública (o gerencialismo). Complementando esta perspectiva, utilizamos el concepto de redes de políticas para comprender la catalización de diferentes actores en el tratamiento de políticas públicas. Posteriormente, utilizamos la etnografía de redes como metodología para identificar a los distintos actores que actúan en políticas específicas implementadas en el estado de Rio Grande do Sul, Brasil, entre 2021 y 2023, y su posterior discusión y análisis en el trabajo docente, el currículo y la gestión. La presencia de estos actores ha generado dinámicas de recualificación y descualificación, el fortalecimiento de una noción conservadora de conocimiento oficial y procesos híbridos de centralización y descentralización de la gestión educativa. Concluimos defendiendo una agenda de investigación que revele las políticas, los actores y sus discursos, con el fin de consolidar una agenda de resistencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gerencialismo]]></kwd>
<kwd lng="pt"><![CDATA[Redes políticas]]></kwd>
<kwd lng="pt"><![CDATA[Enfoque estratégico-relacional]]></kwd>
<kwd lng="en"><![CDATA[Managerialism]]></kwd>
<kwd lng="en"><![CDATA[Policy networks]]></kwd>
<kwd lng="en"><![CDATA[Strategic-relational approach]]></kwd>
<kwd lng="es"><![CDATA[Gerencialismo]]></kwd>
<kwd lng="es"><![CDATA[Redes de políticas]]></kwd>
<kwd lng="es"><![CDATA[Enfoque estratégico-relacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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