<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992018000300635</article-id>
<article-id pub-id-type="doi">10.14244/198271992879</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Federalismo e pol&#237;ticas de forma&#231;&#227;o docente: implica&#231;&#245;es do PAR em munic&#237;pios do Par&#225; e Rio Grande do Norte]]></article-title>
<article-title xml:lang="en"><![CDATA[Federalism and teacher training policies: implications of the PAR in municipalities of Pará and Rio Grande do Norte]]></article-title>
<article-title xml:lang="es"><![CDATA[Federalismo y políticas de formación docente: implicaciones del PAR en los municipios de Pará y Rio Grande do Norte]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbalho]]></surname>
<given-names><![CDATA[Maria Goretti Cabral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Odete da Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>635</fpage>
<lpage>652</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992018000300635&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992018000300635&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992018000300635&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto integra a pesquisa nacional &#8220;Avalia&#231;&#227;o do Plano de A&#231;&#245;es Articuladas (PAR): Um estudo em munic&#237;pios do Rio Grande do Norte, Par&#225; e Minas Gerais, no per&#237;odo de 2007 a 2011 - OBEDUC/CAPES&#8221;, destacando a dimens&#227;o 2 - forma&#231;&#227;o docente em munic&#237;pios de Rio Grande do Norte e Par&#225;, Brasil. O objetivo foi identificar as implica&#231;&#245;es do PAR na forma&#231;&#227;o de professores em munic&#237;pios dos dois estados, com rela&#231;&#227;o &#224;s quest&#245;es pol&#237;tico-administrativas decorrentes do federalismo. A metodologia consta de an&#225;lise documental e entrevista. O trabalho aborda as compet&#234;ncias dos entes federados em rela&#231;&#227;o &#224;s a&#231;&#245;es de forma&#231;&#227;o de professores no PAR, as configura&#231;&#245;es do federalismo e o sentido deste no PDE/Plano de Metas Compromissos Todos pela Educa&#231;&#227;o. A pesquisa revelou que o modelo de federalismo brasileiro se deve ao Processo Constituinte de 1988, combinando descentraliza&#231;&#227;o de poder com a hist&#243;rica primazia do papel regulador e indutor do governo central. Como plano estrat&#233;gico de car&#225;ter plurianual e multidimensional o PAR propiciaria o regime de colabora&#231;&#227;o, rompendo com a hist&#243;rica descontinuidade das pol&#237;ticas. No entanto, ainda que a implementa&#231;&#227;o das a&#231;&#245;es de forma&#231;&#227;o docente em munic&#237;pios do Par&#225; e Rio Grande do Norte tenham experimentado o regime de colabora&#231;&#227;o, ora mais e ora menos vis&#237;vel, verificou-se as nuan&#231;as do federalismo brasileiro pr&#243;prios da diretriz administrativo-financeira descentralizada e gerencial, com caracter&#237;sticas que denotam uma depend&#234;ncia da Uni&#227;o, principalmente em rela&#231;&#227;o ao financiamento que continua centralizado no n&#237;vel federal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text is part of the national survey &#8220;Evaluation of the Articulated Actions Plan (PAR): A study in municipalities of the states of Rio Grande do Norte, Par&#225; and Minas Gerais, from 2007 to 2011 - OBEDUC / CAPES&#8221;, highlighting the dimension 2 - teacher training in the municipalities of Rio Grande do Norte and Par&#225; (Brazil). The aim was to identify the implications of PAR on teacher training in municipalities of the two states, regarding the political-administrative issues arising from federalism. The methodology consists of documentary analysis and interview. The paper deals with the competences of the federated entities related to the actions of teacher training in the PAR, the configurations of federalism and its meaning in the PDE/Commited Goals Plan All for Education. The research revealed that the model of Brazilian federalism is due to the Constituent Process of 1988, combining decentralization of power with the historical primacy of the regulatory and inductive role of the central government. As a strategic plan of multi-annual and multidimensional nature, the PAR would foster the collaboration project, breaking with the historical discontinuity of policies. However, although the implementation of educational training actions in municipalities of Par&#225; and Rio Grande do Norte have experienced the collaboration project, it was possible to identify the nuances of Brazilian federalism that are proper of the decentralized and managerial administrative-financial guideline with characteristics that denote a dependence of the Union, mainly in relation to the financing that remains centralized at the federal level.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto integra la investigaci&#243;n nacional Evaluaci&#243;n del Plan de Acciones Articuladas (PAR): Un estudio en los municipios de Rio Grande do Norte, Par&#225; y Minas Gerais, en el per&#237;odo de 2007 a 2011 - OBEDUC/CAPES, destacando la dimensi&#243;n 2 - formaci&#243;n docente en los municipios de Rio Grande do Norte y Par&#225;, Brasil. El objetivo fue identificar las implicaciones del PAR en la formaci&#243;n de profesores en los municipios de los dos estados, con relaci&#243;n a las cuestiones pol&#237;tico-administrativas resultantes del federalismo. La metodolog&#237;a emplea an&#225;lisis documental y entrevistas. El trabajo aborda las competencias de los entes federados en relaci&#243;n a las acciones de formaci&#243;n de profesores en el PAR, las configuraciones del federalismo y el sentido de este en el PDE/Plan de Metas Compromisos Todos por la Educaci&#243;n. El estudio revel&#243; que el modelo de federalismo brasile&#241;o es resultado del Proceso Constituyente de 1988, ya que combina descentralizaci&#243;n de poder con la hist&#243;rica primac&#237;a del papel regulador e inductor del gobierno central. Como plano estrat&#233;gico de car&#225;cter plurianual y multidimensional el PAR propiciar&#237;a el r&#233;gimen de colaboraci&#243;n, rompiendo con la hist&#243;rica discontinuidad de las pol&#237;ticas. Sin embargo, aunque la implementaci&#243;n de las acciones de formaci&#243;n docente en municipios de Par&#225; y RN haya experimentado ese r&#233;gimen de colaboraci&#243;n, en unas ocasiones m&#225;s y en otras menos, fueron confirmados matices del federalismo brasile&#241;o propios de la directriz administrativo-financiera descentralizada y gerencial, con caracter&#237;sticas que denotan una dependencia de la &#8220;Uni&#227;o&#8221;, principalmente en relaci&#243;n a la financiaci&#243;n que continua centralizada a nivel federal. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Federalismo e regime de colaboração]]></kwd>
<kwd lng="pt"><![CDATA[Plano de ações articuladas (PAR)]]></kwd>
<kwd lng="pt"><![CDATA[Política de formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Federalism and collaboration project]]></kwd>
<kwd lng="en"><![CDATA[Articulated actions plan (PAR)]]></kwd>
<kwd lng="en"><![CDATA[Teacher training policy.]]></kwd>
<kwd lng="es"><![CDATA[Federalismo y régimen de colaboración]]></kwd>
<kwd lng="es"><![CDATA[Plan de acciones articuladas (PAR)]]></kwd>
<kwd lng="es"><![CDATA[Política de formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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