<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000100059</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i62.1763</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Regulação educacional por resultados: (re)definições a partir de argumentos do Banco Mundial no cenário pós-2000]]></article-title>
<article-title xml:lang="en"><![CDATA[Results-based regulation: (re)definition from the World Bank&#8217;s arguments in post-2000 scenario]]></article-title>
<article-title xml:lang="es"><![CDATA[Regulación educativa por resultados: (re)definiciones basadas en los argumentos del Banco Mundial en el escenario post-2000]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Aline Bettiolo dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nardi]]></surname>
<given-names><![CDATA[Elton Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina (UNOESC)  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>62</numero>
<fpage>59</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000100059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo trata da regulação na perspectiva que enfatiza a produção de resultados no campo educacional, consoante ao que o Banco Mundial (BM) concebe e imprime em seus encaminhamentos para a educação de diversos países. Para tanto, apreende e analisa argumentos constantes em uma amostra das publicações da agência, como forma de evidenciar sua concepção sobre essa perspectiva de regulação, que assume centralidade com as mudanças na dinâmica do capital a partir das décadas finais do século XX. Fundamentando-se no materialismo histórico e em subsídios teórico-metodológicos que incluem o discurso enquanto texto, prática discursiva e prática social, o artigo destaca que, apesar da atualização das recomendações do BM, a ideia de uma educação de qualidade para todos é uma preocupação central na amostra de documentos examinada. Também destaca que suas redefinições ao longo do tempo incluem prioridades e estratégias que situam a orientação por resultados como algo necessário à educação contemporânea e que é um dos fundamentos das reformas que esse organismo econômico estimula, propõe e realiza. Conclui assinalando que, por um lado, o BM corrobora o fortalecimento da hegemonia burguesa, atuando em favor de uma concepção de regulação educacional com foco nos resultados e que, por outro, a sua agenda está em evolução. Nesse movimento, o próprio conceito de regulação por resultados é uma lógica em expansão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study is about regulation according to the approach that focuses on the results in the educational area, following what the World Bank designs in its referral for several countries&#8217; education. It aims to understand and analyze arguments in a sample of the agency&#8217;s publications, in order to highlight its concept about this regulation approach that gains centrality with the changes in capital dynamics, in the final decades of the 20th century. The article is based on historical materialism and on theoretical-methodological background that includes the discourse as text, discursive practice, and social practice. It points out that despite the World Bank recommendations updating, the idea of quality education for all is a central concern in the documents&#8217; sample examined. It also points out that the World Bank&#8217;s redefinitions over time include priorities and strategies that place results-based orientation as a necessity to contemporary education and it is one of the foundations of the reforms this economic organism encourages, proposes, and performs. It concludes, on the one hand, the World Bank supports the bourgeois hegemony strengthening, acting in favor of an educational regulation concept that focuses on the results. On the other hand, the World Bank&#8217;s agenda is evolving. In this direction, the results-based regulation concept is an expanding logic.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio aborda la regulación en la perspectiva que enfatiza la producción de resultados en el campo educacional, de acuerdo con lo que el Banco Mundial (BM) concibe e imprime en sus encaminamientos para la educación de varios países. Para ello, retoma y analiza argumentos contenidos en una muestra de publicaciones del organismo, como forma de demostrar su concepción sobre esta perspectiva de regulación, que asume centralidad con los cambios en la dinámica del capital a partir de las últimas décadas del siglo XX. A partir del materialismo histórico y de subsidios teóricos y metodológicos que incluyen el discurso como texto, la práctica discursiva y la práctica social, el artículo destaca que, a pesar de la actualización de las recomendaciones del BM, la idea de una educación de calidad para todos es una preocupación central en la muestra de documentos examinados. También destaca que sus redefiniciones a lo largo del tiempo incluyen prioridades y estrategias que sitúan la orientación a resultados como algo necesario para la educación contemporánea y que es uno de los fundamentos de las reformas que este organismo económico estimula, propone y lleva a cabo. Concluye señalando que, por un lado, el Banco Mundial contribuye al fortalecimiento de la hegemonía burguesa, actuando a favor de un concepto de regulación educativa centrado en los resultados, y que, por otro, su agenda está evolucionando. En este movimiento, el propio concepto de regulación por resultados es una lógica en expansión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação pública]]></kwd>
<kwd lng="pt"><![CDATA[regulação educacional por resultados]]></kwd>
<kwd lng="pt"><![CDATA[Banco Mundial]]></kwd>
<kwd lng="en"><![CDATA[public education]]></kwd>
<kwd lng="en"><![CDATA[results-based regulation]]></kwd>
<kwd lng="en"><![CDATA[World Bank]]></kwd>
<kwd lng="es"><![CDATA[educación pública]]></kwd>
<kwd lng="es"><![CDATA[regulación educativa por resultados]]></kwd>
<kwd lng="es"><![CDATA[Banco Mundial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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