<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602025000102510</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.95812</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajetórias de sucesso escolar em meios populares: ruptura ou conformismo?]]></article-title>
<article-title xml:lang="en"><![CDATA[School success trajectories in working classes: rupture or conformism?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piotto]]></surname>
<given-names><![CDATA[Débora Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602025000102510&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602025000102510&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602025000102510&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A construção de trajetórias de sucesso escolar em meios populares constitui-se hoje como um importante objeto de estudo na literatura científica nacional e internacional. Um aspecto presente em várias pesquisas sobre o tema é o fato de ele ser entendido, de modo geral, a partir de uma visão que enfoca a ruptura ou o choque cultural decorrente da diferença entre o mundo escolar e o familiar, e o sofrimento proveniente dessa diferença. Contudo, alguns estudos vêm discutindo essa compreensão e indicando outras possibilidades de relação entre essas formas de socialização. Partindo desse contexto, o objetivo deste artigo é discutir os modos como as relações entre família e escola, ou entre mundos de origem e de destino, vêm sendo compreendidas por estudos que tratam do sucesso escolar em meios populares. Para isso, analisaremos contribuições de trabalhos internacionais contemporâneos sobre a temática, bem como resultados de pesquisas conduzidas por nós. Com base nesse corpus teórico e empírico, propomos que há outras possibilidades de relação entre os mundos escolar e familiar que não exclusiva ou necessariamente ruptura ou conformismo. A necessidade de se estudar a vivência entre diferentes contextos socializadores, como a escola e a família, bem como a possibilidade de intercâmbio entre eles é apontada como fundamental para o avanço da discussão no estudo do sucesso escolar em meios populares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The construction of school success trajectories in working class environments is an important object of study in national and international scientific literature. One aspect found in many studies is the fact that success trajectories are generally understood from a point of view focused on the rupture or cultural shock resulting from the difference between the school and the family world, and the suffering stemming from such difference. However, some studies have discussed this understanding and indicated other possibilities for the relationship between these forms of socialization. Thus, this study aims to discuss the ways the relationship between family and school - or between the worlds of origin and destination - have been understood by studies that deal with school success in the working class. To do so, we will analyze contributions from contemporary international work on the subject, as well as the results of research conducted by us. Based on this theoretical and empirical body of work, we propose that there are other possibilities for the relationship between the school and family worlds than exclusive or necessarily rupture or conformism. The need to study the experience between different socializing contexts, such as school and family, as well as the possibility of exchange between them, is seen as fundamental to advancing the discussion on the study of school success in the working class.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sucesso Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Meios Populares]]></kwd>
<kwd lng="pt"><![CDATA[Trajetórias Escolares]]></kwd>
<kwd lng="pt"><![CDATA[Relação Família-Escola]]></kwd>
<kwd lng="en"><![CDATA[School Success]]></kwd>
<kwd lng="en"><![CDATA[Working Classes]]></kwd>
<kwd lng="en"><![CDATA[School Trajectories]]></kwd>
<kwd lng="en"><![CDATA[Family-School Relationship]]></kwd>
</kwd-group>
</article-meta>
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