<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102009000100007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Rompendo fronteiras: a escola aberta às parcerias e à territorialização educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Ernesto Candeias]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Escola Superior de Educação de Castelo Branco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<volume>13</volume>
<numero>01</numero>
<fpage>63</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102009000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102009000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102009000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O estudo, de âmbito teórico e no contexto português, aponta para a importância das relações entre a escola, a comunidade e a autarquia (parcerias e partenariado), como vetor do desenvolvimento e da inovação. Para isso, deve-se partir da construção real de práticas de cooperação entre as comunidades locais e as instituições sociais e educativas, numa partilha de iniciativas e de projetos comuns com a escola (projeto educativo). A constituição de comunidades territoriais de educação é uma forma de desenvolver os valores e manter as tradições, o património ambiental, cultural e artístico, a promoção dos recursos e das sinergias, com o objetivo de um desenvolvimento em rede, de uma cidadania europeia e para o intercâmbio de proximidade. O autor estruturou o estudo em quatro pontos. No primeiro aborda as parcerias entre a escola e a comunidade local, destacando o significado de parceria e o papel do partenariado na realidade educativa portuguesa. No segundo ponto explica-se a relação interativa entre parceria, participação e poder local. No terceiro ponto analisam- se as lógicas e as dinâmicas de parceria “educação - escola” e, no último ponto a parceria “escola - autarquia”, de modo a promover a participação dos atores educativos, da escola e da comunidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The study, which has a theoretical scope and refers to the Portuguese context, points to the importance of the relations between the school, the community and the autarchy (partnerships and consortiums) as paths for development and innovation. For this purpose, one must start from the real construction of practices of cooperation between local communities and social and educational institutions, sharing common initiatives and projects with the school (educational project). The constitution of educational territorial is a way of developing values keeping traditions, the environmental, cultural and artistic heritage, the promotion of resources and synergies. The article is structured in four points. The first one discusses the partnerships between the school and the local community, stressing the meaning of partnership and the role of consortiums in the Portuguese educational reality. The second point explains the interactive relation between partnership, participation and local power. The third point analyzes the logics and dynamics of partnership between education and school. The last point discusses the partnership between school and autarchy with a view to promoting the participation of the educational actors, the school and the community.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Educativa]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade Educativa]]></kwd>
<kwd lng="pt"><![CDATA[Territorização]]></kwd>
<kwd lng="pt"><![CDATA[Parceria]]></kwd>
<kwd lng="pt"><![CDATA[Partenariado]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[School Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Educational Community]]></kwd>
<kwd lng="en"><![CDATA[Educational Territories]]></kwd>
<kwd lng="en"><![CDATA[Partnerships]]></kwd>
<kwd lng="en"><![CDATA[Consortiums]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Rompendo  fronteiras: a escola aberta &agrave;s parcerias e &agrave; territorializa&ccedil;&atilde;o educativa.</h2> <h3>Crossing borders: The school open to partnerships and  new educational territories.</h3>     <p>&nbsp;</p> <h4>Ernesto  Candeias Martins</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Inovação]]></source>
<year></year>
<volume>8</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>151-166</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Colóquio Educação e Sociedade]]></source>
<year></year>
<volume>4</volume>
<page-range>96-121</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista de Educação]]></source>
<year></year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>125-134</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<source><![CDATA[Ler Educação]]></source>
<year></year>
<volume>19</volume>
<numero>20</numero>
<issue>20</issue>
<page-range>85-94</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<source><![CDATA[Colóquio Educação e Sociedade]]></source>
<year></year>
<volume>4</volume>
<page-range>11-14</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
