<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602024000100101</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2456</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTADO, APARELHOS PRIVADOS DE HEGEMONIA E EDUCAÇÃO NO BRASIL: explicitação da direção e do domínio de classe no planejamento de políticas públicas]]></article-title>
<article-title xml:lang="en"><![CDATA[STATE, PRIVATE APPARATUS OF HEGEMONY AND EDUCATION IN BRAZIL: an explanation of the direction and class domain in the planning of public policies]]></article-title>
<article-title xml:lang="es"><![CDATA[ESTADO, APARATO PRIVADO DE HEGEMONÍA Y EDUCACIÓN EN BRASIL: explicitación de la dirección y dominio de clase en la planificación de políticas públicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Roberto Francisco de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Algebaile]]></surname>
<given-names><![CDATA[Eveline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Doracy Dias Aguiar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense, Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília, Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602024000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto em pauta aborda fundamentos para a discussão da gestão democrática no âmbito educacional. Na perspectiva analítica que adotamos, especialmente referenciada no filósofo italiano Antonio Gramsci, a democracia é compreendida como uma prática social histórica, marcada por distintas concepções que podem acentuar perspectivas conservadoras ou transformadoras, expressando as relações de forças sociais e políticas que, no contexto capitalista, são decisivamente relacionadas às condições de domínio e direção de classe. A discussão apresentada constitui parte da pesquisa que realizamos sobre as múltiplas determinações das concepções de gestão democrática expressas no Plano Nacional de Educação 2014-2014 (PNE), particularmente em relação à Meta 19, considerando o documento aprovado e o processo de sua elaboração e normatização via Lei 13.005/2014 e seu anexo, bem como seus desdobramentos em relação a planos estaduais e municipais de educação. No presente artigo, limitamo-nos à apresentação e discussão dos fundamentos teóricos para a compreensão da gestão democrática na educação, com ênfase nas contribuições gramscianas para a análise do Estado, bem como das relações e condições de participação política sob a hegemonia do capitalismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text in question addresses the fundamentals for the discussion of democratic management in the educational field. From the analytical perspective adopted, especially referenced in the Italian philosopher Antonio Gramsci, democracy is understood as a historical social practice, marked by different conceptions that can accentuate conservative or transformative perspectives, expressing the relations of social and political forces that in the capitalist context are decisively related to the conditions of class domination and direction. The discussion presented is part of the research we carried out on the multiple determinations of the conceptions of democratic management expressed in the National Education Plan 2014-2014 (PNE), particularly in relation to Goal 19, considering the approved document and the process of its preparation and standardization via Law 13.005/2014 and its annex, as well as its developments in relation to state and municipal education plans. In this article, we limited ourselves to the presentation and discussion of the theoretical foundations for the understanding of democratic management in education, with emphasis on Gramscian contributions to the analysis of the State, as well as the relations and conditions of political participation under the hegemony of capitalism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto en cuestión aborda los fundamentos para la discusión de la gestión democrática en el ámbito educativo. En la perspectiva analítica que adoptamos, especialmente con base en el filósofo italiano Antonio Gramsci, la democracia se entiende como una práctica social histórica, marcada por diferentes concepciones que pueden acentuar perspectivas conservadoras o transformadoras, expresando las relaciones de fuerzas sociales y políticas que, en el contexto capitalista, están decisivamente relacionadas con las condiciones de dominio y liderazgo de clase. La discusión presentada forma parte de la investigación que realizamos sobre las múltiples determinaciones de las concepciones de gestión democrática expresadas en el Plan Nacional de Educación 2014-2014 (PNE), particularmente en relación con la Meta 19, considerando el documento aprobado y el proceso de su elaboración y reglamentación a través de la Ley 13.005/2014 y su anexo, así como sus desarrollos en relación con los planes educativos estatales y municipales. En este artículo nos limitamos a la presentación y discusión de los fundamentos teóricos para comprender la gestión democrática en la educación, con énfasis en los aportes a el pensamiento de Gramsci para los análisis del Estado, así como las relaciones y condiciones de la participación política bajo la hegemonía del capitalismo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estado e política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Gestão democrática]]></kwd>
<kwd lng="en"><![CDATA[State and educational policy]]></kwd>
<kwd lng="en"><![CDATA[Educational Planning]]></kwd>
<kwd lng="en"><![CDATA[Democratic management]]></kwd>
<kwd lng="es"><![CDATA[Estado y política educativa]]></kwd>
<kwd lng="es"><![CDATA[Planificación Educativa]]></kwd>
<kwd lng="es"><![CDATA[Gestión democrática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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