<?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>0873-6529</journal-id>
<journal-title><![CDATA[Sociologia, Problemas e Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Sociologia, Problemas e Práticas]]></abbrev-journal-title>
<issn>0873-6529</issn>
<publisher>
<publisher-name><![CDATA[Editora Mundos Sociais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-65292024000200099</article-id>
<article-id pub-id-type="doi">10.7458/spp202410531289</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transferência de competências educativas em Portugal: novas funções de velhos agentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Transfer of educational competences in Portugal: new roles for old players]]></article-title>
<article-title xml:lang="fr"><![CDATA[Transfert de compétences éducatives au Portugal: de nouveaux rôles pour les anciens acteurs]]></article-title>
<article-title xml:lang="es"><![CDATA[Transferencia de competencias educativas en Portugal: nuevos papeles para viejos actores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Eva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sebastião]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capucha]]></surname>
<given-names><![CDATA[Luís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Iscte - Instituto Universitário de Lisboa Centro de Investigação e Estudos de Sociologia (CIES-Iscte) ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Iscte - Instituto Universitário de Lisboa Centro de Investigação e Estudos de Sociologia (CIES-Iscte) ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Iscte - Instituto Universitário de Lisboa Centro de Investigação e Estudos de Sociologia (CIES-Iscte) ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<numero>105</numero>
<fpage>99</fpage>
<lpage>120</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-65292024000200099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-65292024000200099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-65292024000200099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Concretizada a obrigatoriedade da transferência de competências educativas para os municípios, importa analisar se há diferenças entre os que aceitaram integrar os projetos piloto implementados desde há vários anos, ganhando assim experiência, e os que recusaram esse processo até ele se tornar obrigatório em 2019. Será que essa experiência ajuda a compreender os diferentes posicionamentos dos intervenientes locais? Para responder a esta questão mobilizámos a informação recolhida no âmbito de um projeto de elaboração de cartas educativas abrangendo um distrito do país, utilizando uma metodologia mista com o objetivo de contribuir para a reflexão sobre este processo. Para além de se ter verificado a emergência das CIM (comunidades intermunicipais) como agente estratégico de planeamento educativo regional, o que vem acrescentar complexidade ao processo, foi possível observar que entre os concelhos com experiências prévias no processo de transferência de competências se identifica uma maior propensão para encarar sem grandes problemas a autarquia enquanto promotora de uma estratégia concelhia, enquanto nos outros concelhos se destaca a ideia de que ela não pode ser mais do que parceira das escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Now that the transfer of educational competences to the municipalities has become compulsory, it is important to analyse whether there are differences between those who agreed to take part in the pilot projects that have been implemented for several years, thus gaining experience, and those who refused this process until it became compulsory in 2019. Does this experience help us understand the different positions of local players? To answer this question, we mobilised the information gathered as part of a project to draw up educational charters covering one district in the country, using a mixed methodology with the aim of contributing to reflection on this process. As well as noting the emergence of the CIM (intercity communities) as a strategic agent for regional educational planning, which adds complexity to the process, it was possible to observe that among the municipalities with previous experience in the process of transferring competences, there is a greater propensity to view the local government as the promoter of a municipal strategy without major problems, while in the other municipalities the idea that it can only be a partner for the schools stands out.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Maintenant que le transfert des compétences éducatives aux municipalités est devenu obligatoire, il est important d&#8217;analyser s&#8217;il existe des différences entre ceux qui ont accepté de participer aux projets pilotes mis en &#339;uvre depuis plusieurs années, acquérant ainsi de l&#8217;expérience, et ceux qui ont refusé ce processus jusqu&#8217;à ce qu&#8217;il devienne obligatoire en 2019. Cette expérience permet-elle de comprendre les différentes positions des acteurs locaux? Pour répondre à cette question, nous avons mobilisé les informations recueillies dans le cadre d&#8217;un projet d&#8217;élaboration de chartes éducatives couvrant un district du pays, en utilisant une méthodologie mixte dans le but de contribuer à la réflexion sur ce processus. Outre l&#8217;émergence des CIM (communautés interurbaines) comme agents stratégiques de la planification éducative régionale, qui complexifie le processus, il a été possible d&#8217;observer que parmi les municipalités ayant une expérience préalable du processus de transfert de compétences, il y a une plus grande propension à considérer le gouvernement local comme le promoteur d&#8217;une stratégie municipale sans problème majeur, alors que dans les autres municipalités, l&#8217;idée qu&#8217;il ne peut être qu&#8217;un partenaire de l&#8217;école s&#8217;impose.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Ahora que la transferencia de las competencias educativas a los municipios se ha convertido en obligatoria, es importante analizar si existen diferencias entre los que aceptaron participar en los proyectos piloto que se han puesto en marcha durante varios años, adquiriendo así experiencia, y los que rechazaron este proceso hasta que se convirtió en obligatorio en 2019. ¿Ayuda esta experiencia a comprender las diferentes posiciones de los agentes locales? Para responder a esta pregunta, movilizamos la información recabada en el marco de un proyecto de elaboración de cartas educativas en un distrito del país, utilizando una metodología mixta con el objetivo de contribuir a la reflexión sobre este proceso. Además de constatar la emergencia de las CIM (comunidades intermunicipales) como agente estratégico para la planificación educativa regional, lo que añade complejidad al proceso, fue posible observar que entre los municipios con experiencia previa en el proceso de transferencia de competencias, hay una mayor propensión a considerar al municipio como promotor de una estrategia municipal sin mayores problemas, mientras que en los demás municipios destaca la idea de que sólo puede ser un socio de las escuelas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[descentralização]]></kwd>
<kwd lng="pt"><![CDATA[políticas educativas locais]]></kwd>
<kwd lng="pt"><![CDATA[competências]]></kwd>
<kwd lng="en"><![CDATA[decentralization]]></kwd>
<kwd lng="en"><![CDATA[local educational policies]]></kwd>
<kwd lng="en"><![CDATA[competencies]]></kwd>
<kwd lng="fr"><![CDATA[décentralisation]]></kwd>
<kwd lng="fr"><![CDATA[politiques éducatives locales]]></kwd>
<kwd lng="fr"><![CDATA[responsabilités]]></kwd>
<kwd lng="es"><![CDATA[descentralización]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas locales]]></kwd>
<kwd lng="es"><![CDATA[competências]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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