<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692022000100100</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v16i0.83258</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Política de avaliação educacional em Pernambuco e a influência do IDEPE]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational assessment policy in Pernambuco and the influence of IDEPE]]></article-title>
<article-title xml:lang="es"><![CDATA[Política de evaluación educativa en Pernambuco y la influencia del IDEPE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Ana Lucia Felix dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Alexandre Viana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Danila Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Kysy Taysa Ferreira do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Centro de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPE Centro Acadêmico do Agreste ]]></institution>
<addr-line><![CDATA[Caruaru PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFPE Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,UFPE  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692022000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692022000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692022000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Tomando a avaliação educacional e os indicadores sintéticos como foco, o presente texto é fruto de uma pesquisa realizada no estado de Pernambuco (PE) cuja política educacional articula avaliação dos estudantes, metas para as escolas, pautadas pelo Índice de Desenvolvimento da Educação de Pernambuco - IDEPE, e Bônus de Desenvolvimento Educacional (BDE). O estudo analisou o discurso de professores e gestores de escolas estaduais acerca das influências do IDEPE no cotidiano escolar. Os resultados revelaram que, em se tratando de uma política que envolve um indicador sintético, PE apresenta especificidades, pois os sujeitos passam a trabalhar em função dos resultados do IDEPE e do recebimento do BDE. Mais que apontar tendências, o Índice atua diretamente no cotidiano das escolas com consequências objetivas (recebimento ou não do BDE) e subjetivas (sentimentos de sucesso/fracasso pelos sujeitos; competição; meritocracia).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Taking the educational evaluation and synthetic indicators as focus, the present text is the result of a research carried out in the state of Pernambuco (PE) whose educational policy articulates the evaluation of the student, goals for schools, based on the Education Development Index of Pernambuco &#8211; IDEPE, and Educational Development Bonuses (BDE). The study aimed to analyze the discourse of teachers and managers who work in state schools about the influences of IDEPE in school every day. The results revealed that, in the case of a policy involving a synthetic indicator, PE presents a specific scenario since the subjects start to work in function of the results of the IDEPE and the receipt of the BDE. In addition to pointing out trends, the Index acts directly in the daily life of schools with objective consequences (receiving or not from DBE) and subjective (feelings of success/failure by the subjects, competition, meritocracy).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto tiene la evaluación educativa y los indicadores sintéticos como foco de discusión, él mismo muestra los resultados de una investigación realizada en el estado de Pernambuco (PE) cuya política educativa articula evaluación de los estudiantes, metas para las escuelas, pautadas por el Índice de Desarrollo de la Educación de Pernambuco (IDEPE), y Bono de Desarrollo Educativo (BDE). El objetivo del estudio consistió en analizar el discurso de los profesionales de las escuelas sobre las implicaciones y de las influencias del IDEPE en el día a día escolar. El estudio se ha revelado que, al tratarse de una política que implica un indicador sintético, PE presenta especificidades, ya que profesores y gestores pasan a trabajar en función de los resultados del IDEPE y de la recepción del BDE. Además de las indicaciones de tendencias, el Índice actúa directamente en el cotidiano de las escuelas con consecuencias objetivas (recepción o no del DBE) y subjetivas (sentimientos de éxito / fracaso por los sujetos, competencia, meritocracia).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Índice de Desenvolvimento da Educação de Pernambuco (IDEPE)]]></kwd>
<kwd lng="en"><![CDATA[Educational Politics]]></kwd>
<kwd lng="en"><![CDATA[Educational Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Education Development Index of Pernambuco]]></kwd>
<kwd lng="es"><![CDATA[Política Educativa]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Educativa]]></kwd>
<kwd lng="es"><![CDATA[Índice de Desarrollo de la Educación de Pernambuco]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Política de avaliação do desempenho docente nas redes estaduais de ensino do Brasil]]></article-title>
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