<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Educação em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352016000100205</article-id>
<article-id pub-id-type="doi">10.5935/1981-1802.20160009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Direito &#224; educa&#231;&#227;o, forma&#231;&#227;o do adolescente e adoecimento docente no Estado capitalista]]></article-title>
<article-title xml:lang="en"><![CDATA[Right to education, adolescent education and teaching illness in the capitalist state]]></article-title>
<article-title xml:lang="es"><![CDATA[Derecho a la educación, la educación de los adolescentes y la enfermedad de los docentes en el Estado capitalista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Herculano Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[Záira Fátima de Rezende Gonzalez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Facci]]></surname>
<given-names><![CDATA[Marilda Gonçalves Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>54</volume>
<numero>40</numero>
<fpage>205</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352016000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352016000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352016000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educa&#231;&#227;o, n&#227;o obstante ser considerada direito humano universal, e contemplada na legisla&#231;&#227;o nacional e internacional, tem sua efetiva&#231;&#227;o enquanto pol&#237;tica p&#250;blica marcada por significativa dist&#226;ncia entre o direito institu&#237;do e o direito efetivado, express&#227;o das contradi&#231;&#245;es que caracterizam o Estado capitalista. Tomando essa assertiva como ponto de partida e valendo-se do referencial do materialismo hist&#243;rico-dial&#233;tico, como formulado por Marx e Engels, e da Psicologia Hist&#243;rico-Cultural, estruturada a partir de Vygotsky, Luria e Leontiev, o presente artigo visa problematizar a dist&#226;ncia entre o que prev&#234; a legisla&#231;&#227;o e o que &#233; efetivamente implementado na sociedade, privilegiando a reflex&#227;o sobre os efeitos de tal situa&#231;&#227;o na vida de alunos/adolescentes e professores. Revela-se a constitui&#231;&#227;o e a fei&#231;&#227;o de classe que marcam o Estado e sua &#237;ntima rela&#231;&#227;o com as caracter&#237;sticas que assumem as pol&#237;ticas p&#250;blicas; a falta de preparo das escolas para efetivar uma forma&#231;&#227;o coerente com o desenvolvimento de alunos adolescentes; e o adoecimento dos professores em face da impot&#234;ncia, e da cobran&#231;a, para lidar com quest&#245;es para as quais n&#227;o se sentem preparados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Education, despite be considered universal human right and thus be covered by national and international law, has its effectiveness as a public policy marked by significant distance between the right and set up the right effected, expression of the contradictions that mark the capitalist state. Taking this statement as a starting point, and supported in the framework of the historical and dialectical materialism, as formulated by Marx and Engels, and Historical-Cultural Psychology, structured from Vygotsky, Luria and Leontiev, this article aims to problematize the distance between providing for the legislation and what is actually implemented in the society, focusing reflection on the effects of such a situation in the lives of students/adolescents and teachers.It exposes the constitution and class feature that mark the state and its close relationship with the characteristics that assume public policies; the lack of preparation of schools to carry out a coherent training with the development of adolescent students; and the illness of teachers in the face of powerlessness, and the accountability, to deal with questions to which they do not feel prepared.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Educaci&#243;n, a pesar de derecho humano universal y por lo tanto estar cubiert por la legislaci&#243;n nacional e internacional, tiene su eficacia como pol&#237;tica p&#250;blica marcada por la distancia significativa entre el derecho establecido y el derecho efectuado, expresi&#243;n de las contradicciones que marcan el estado capitalista. Tomando esta afirmaci&#243;n como un punto de partida, y en base a la referencia del materialismo hist&#243;rico y dial&#233;ctico, tal como fue formulada por Marx y Engels, y Psicolog&#237;a Hist&#243;rico-Cultural, estructurado a partir de Vygotsky, Luria y Leontiev, este art&#237;culo pretende problematizar la distancia entre la legislaci&#243;n y entre lo que realmente es implantado en la sociedad, focando en reflexi&#243;n sobre los efectos de una situaci&#243;n tal en la vida de los estudiantes/adolescentes y maestros. Se revela la constituci&#243;n e la fisonom&#237;a de clase que marcan el estado y su estrecha relaci&#243;n con las caracter&#237;sticas que asumen las pol&#237;ticas p&#250;blicas; la falta de preparaci&#243;n de las escuelas para llevar a cabo una formaci&#243;n coherente con el desarrollo de los estudiantes adolescentes; y la enfermedad de los maestros ante la impotencia, y la cobranza, para hacer frente a asuntos a los que no se sienten preparados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Direito à educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação do adolescente]]></kwd>
<kwd lng="pt"><![CDATA[Adoecimento docente]]></kwd>
<kwd lng="en"><![CDATA[Right to education]]></kwd>
<kwd lng="en"><![CDATA[Adolescent education]]></kwd>
<kwd lng="en"><![CDATA[Teaching illness]]></kwd>
<kwd lng="es"><![CDATA[Derecho a la educación]]></kwd>
<kwd lng="es"><![CDATA[La formación del adolescente]]></kwd>
<kwd lng="es"><![CDATA[Enfermedad de los docentes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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