<?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>S1517-97022021000100509</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147238752</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Injustiças vividas e demandas por reconhecimento numa escola pública: expressões de estudantes de ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Injustices experienced and demands for recognition in a public school: expressions of High School students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Botler]]></surname>
<given-names><![CDATA[Alice Miriam Happ]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100509&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo procura examinar a expressão de estudantes de ensino médio relativa às injustiças vividas no cotidiano da escola democrática e às demandas daí decorrentes. Trata-se de recorte de uma pesquisa que teve por objetivo geral analisar as concepções que os sujeitos escolares têm de justiça, o que está associado às situações de conflitos e violências na organização escolar. O debate teórico trata de conceitos como justiça plural, práticas escolares e identidade. O estudo de caso via grupos focais com estudantes do ensino médio de uma escola pública de Recife gerou debate entre os sujeitos, cujas manifestações indicam a forte presença de discriminação, especialmente do ponto de vista religioso e racial, como aspecto que desperta o sentimento de injustiça em parte dos escolares. Conclui-se que esse sentimento os leva a apresentar resistências, assim como potencializa sua identificação com o universo escolar específico. Os estudantes demandam o reconhecimento de suas identidades religiosas, étnicas e raciais, que são silenciadas no dia a dia na escola. A instituição, por sua vez, falha ao evitar o debate a respeito de temas tão presentes ali e perde oportunidades de mobilizar estudantes na perspectiva de criar uma maior aproximação com a escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper seeks to examine the expression of High School students regarding the injustices experienced in the daily life of the democratic school and its resulting demands. This is part of a research that aimed to analyze the conceptions that school subjects have of justice, which is associated with situations of conflict and violence in the school organization. The theoretical debate deals with concepts such as plural justice and school practices. The case study via focus groups with High School students from a public school in the city of Recife, Pernambuco, Brazil, generated debate among the subjects, whose manifestations indicate the strong presence of discrimination, especially from a religious and racial point of view, as aspects that awaken the schoolchildren&#8217;s feeling of injustice. It is concluded that this feeling leads them to show resistance, as well as enhances their identification with the specific school universe. Students demand recognition of their religious, ethnic and racial identities, which are silenced in everyday school life. The institution, in turn, fails to avoid the debate about issues that are so present there and loses opportunities to mobilize students with a view to creating a closer relationship with the school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola justa]]></kwd>
<kwd lng="pt"><![CDATA[Justiça plural]]></kwd>
<kwd lng="pt"><![CDATA[Injustiça]]></kwd>
<kwd lng="pt"><![CDATA[Reconhecimento]]></kwd>
<kwd lng="en"><![CDATA[Fair school]]></kwd>
<kwd lng="en"><![CDATA[Plural justice]]></kwd>
<kwd lng="en"><![CDATA[Injustice]]></kwd>
<kwd lng="en"><![CDATA[Recognition]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
