<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142011000300002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diversidade e as políticas públicas de educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Diversity and public education policies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Tatiane Cosentino]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abramowicz]]></surname>
<given-names><![CDATA[Anete]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,UFSCar  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>11</volume>
<numero>03</numero>
<fpage>244</fpage>
<lpage>254</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142011000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142011000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142011000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo do artigo é analisar as condições teóricas, as práticas e as políticas que possibilitaram a ascensão do conceito de "diversidade" nas políticas públicas de educação entre os anos de 2003 a 2006. Acionado como slogan do primeiro mandato do presidente Luiz Inácio Lula da Silva, sobretudo no que diz respeito à pasta de Educação, esse conceito passou por diferentes apropriações nas políticas públicas do governo federal. A análise desse processo se fundamenta no acompanhamento das diferentes perspectivas verificadas no debate nacional e internacional sobre cultura e educação. O cenário evidencia a existência de uma disputa entre uma perspectiva "universalista diversa" de educação e outra fundamentada na diferença cultural. Por sua vez, para a avaliação das políticas públicas, a pesquisa que esse artigo utiliza adotou como fontes primárias documentos oficiais, como o Balanço de Governo 2003-2010, o Plano Plurianual 2004-2007, as Leis Orçamentárias do período 2003-2006 e os relatórios de gestão. Evidenciamos que, na primeira gestão do governo Lula, houve um processo de institucionalização das políticas de diversidade, mas que as apropriações da diversidade são díspares e restritas a poucas Secretarias no Ministério da Educação. Além disso, observa-se que poucos programas passaram por um processo de institucionalização com destinação orçamentária, um dos reflexos das múltiplas apropriações e projetos de diversidades em disputa também na esfera política.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The goal of this article is to analyze the theoretical, practical and political conditions that led to the emergence of the concept of "diversity" in public policies in the area of education between 2003 and 2006. Used as a slogan in the first mandate of former president Luiz Inácio Lula da Silva, particularly in respect to the ministry of Education, this concept has gone through various different political appropriations in the public policies of the federal government. The analysis of this process is based on an examination of the different perspectives identified in the national and international debates about culture and education. The scenario shows the existence of a dispute between a "universalist diverse" perspective of education and one based on cultural difference. In regard to the evaluation of public policies, the research methodology adopted in this study used, as primary sources, official documents like the Government Evaluation 2003-2010, the Multi-annual Plan 2004-2007, the Budget Laws for the period 2003-2006, and the administration report of the Lula government. This study demonstrates that there was a process of institutionalization of the policies on diversity, but that the appropriations of the concept of diversity are unequal, and are restricted to just a few Secretaries of the Ministry of Education. Furthermore, it was observed that few programs went through a process of institutionalization with budget purposes, one of the consequences of the multiple appropriations and projects of diversity also in dispute in the political sphere.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diversidade]]></kwd>
<kwd lng="pt"><![CDATA[Diferença]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="en"><![CDATA[Diversity]]></kwd>
<kwd lng="en"><![CDATA[Difference]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Diversidade  e as pol&iacute;ticas p&uacute;blicas de educa&ccedil;&atilde;o.</h2> <h3>Diversity and public education policies</h3>     <p>&nbsp;</p> <h4>Tatiane  Cosentino Rodrigues, Anete Abramowicz    <br> </h4> </font>      ]]></body><back>
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</article>
