<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000200539</article-id>
<article-id pub-id-type="doi">10.1590/S1517-97022016420200201</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escola republicana francesa frente às exigências da lógica econômica: qual democracia? Entrevista com André D. Robert]]></article-title>
<article-title xml:lang="en"><![CDATA[French republican schools against economic logic constraints: which democracy? Interview with André D. Robert]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Setton]]></surname>
<given-names><![CDATA[Maria da Graça Jacintho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ratier]]></surname>
<given-names><![CDATA[Rodrigo Pelegrini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,gracaset@usp.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,rratier@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>539</fpage>
<lpage>556</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000200539&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000200539&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000200539&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo De um ponto de vista sociohist&#243;rico, &#233; poss&#237;vel apreender as rela&#231;&#245;es de correspond&#234;ncia existentes entre sistema econ&#244;mico, Estado e escola. &#201; a partir dessa perspectiva que Andr&#233; D. Robert, professor livre-docente da Universidade Lumi&#232;re Lyon 2, empreende uma an&#225;lise acerca do sistema escolar franc&#234;s entre 1945 e 2014. A pergunta norteadora diz respeito &#224; democratiza&#231;&#227;o em termos quantitativos e qualitativos. Ambi&#231;&#227;o primeira do ideal republicano de escola, teria ela se tornado uma realidade efetiva no sistema escolar franc&#234;s? Na entrevista, Robert recorre ao conceito de autonomia relativa para registrar a crescente submiss&#227;o da escola &#224; economia, nuan&#231;ada pelo complexo jogo social dos atores envolvidos na defini&#231;&#227;o e implementa&#231;&#227;o das pol&#237;ticas escolares. Apresentando uma tipologia da escola francesa no per&#237;odo das sete &#250;ltimas d&#233;cadas, ele avalia o efeito de sucessivas reformas na fun&#231;&#227;o da escola na sociedade. Igualmente importantes s&#227;o as considera&#231;&#245;es a respeito do papel da institui&#231;&#227;o escolar na contemporaneidade: estaria a educa&#231;&#227;o duravelmente capturada pelo neoliberalismo? Observando uma revers&#227;o parcial nas pol&#237;ticas de desrresponsabiliza&#231;&#227;o estatal na administra&#231;&#227;o Fran&#231;ois Hollande, Robert conclui pela exist&#234;ncia, hoje, de uma escola a meio caminho entre os valores e pr&#225;ticas herdados da tradi&#231;&#227;o republicana e as adapta&#231;&#245;es &#224;s exig&#234;ncias contempor&#226;neas da l&#243;gica econ&#244;mica. Um de seus observ&#225;veis &#233; a emerg&#234;ncia de uma democracia segregativa. Embora o acesso &#224; escola seja cada vez menos dependente de vari&#225;veis como origem social, sexo, nacionalidade ou regi&#227;o geogr&#225;fica, a hierarquia de distribui&#231;&#227;o dos alunos entre os cursos e oportunidades de ensino mais ou menos prestigiosas se encontra fortemente marcada pela origem social, caracter&#237;stica que vem se acentuando nas primeiras d&#233;cadas do s&#233;culo 21.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From a sociohistorical point of view, one can understand correspondence relations between the economic system, state and school. It is from this perspective that Andr&#233; D. Robert, associate professor at the University Lumi&#232;re Lyon 2, undertakes an analysis of the French school system between 1945 and 2014. The guiding question concerns the democratization in quantitative and qualitative terms. First ambition of the republican school model, has democracy become an effective reality in the French school system? In the interview, Robert uses the concept of relative autonomy to record the growing submission from school to economy, nuanced by the complex social game played by the actors involved in the definition and implementation of school policies. Featuring a French school typology of the last seven decades, the author evaluates the effect of successive reforms in the school&#8217;s role in society. Equally important are the considerations about the role of the school in contemporary society: has education been lastingly captured by neoliberalism? Observing a partial reversal in the lack of state accountability during Fran&#231;ois Hollande&#8217;s presidency, Robert concludes for the existence of a school model halfway between the values and practices inherited from the republican tradition and the adaptation to contemporary requirements of economic logic. One of his observables is the emergence of a segregative democracy. Although access to education is increasingly less dependent on variables such as social origin, gender, nationality or geographic region, the hierarchy of the distribution of students between courses and learning opportunities more or less prestigious is strongly marked by social origin, which has been increasing in the first decades of the 21st century.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reforma escolar]]></kwd>
<kwd lng="pt"><![CDATA[Escola republicana]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Democratização escolar]]></kwd>
<kwd lng="en"><![CDATA[School reform]]></kwd>
<kwd lng="en"><![CDATA[Republican school]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[School democratization]]></kwd>
</kwd-group>
</article-meta>
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</article>
