<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922015000300514</article-id>
<article-id pub-id-type="doi">10.20396/etd.v17i3.8638238</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação e redução de desigualdades: um estudo colaborativo Brasil-Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and reduction of inequality: a collaborative study Brazil - Portugal]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación y reducción de la desigualdad: un estudio colaborativo Brasil - Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Eliana Perez Gonçalves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zucchetti]]></surname>
<given-names><![CDATA[Dinora Tereza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Maria Antônia Belchior Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>514</fpage>
<lpage>522</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922015000300514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922015000300514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922015000300514&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Apresenta um texto argumentativo sobre as rela&#231;&#245;es entre educa&#231;&#227;o e redu&#231;&#227;o de desigualdades, tomando como refer&#234;ncia as pr&#225;ticas de educa&#231;&#227;o desenvolvidas no Brasil e em Portugal voltadas para crian&#231;as, adolescentes e jovens socialmente vulnerabilizados. No caso brasileiro, toma o Programa Mais Educa&#231;&#227;o (PME), como exemplo de pol&#237;tica afirmativa, uma a&#231;&#227;o estrat&#233;gica de articula&#231;&#227;o entre as &#225;reas pedag&#243;gica e social, que executa a&#231;&#245;es prioritariamente dentro das escolas da rede p&#250;blica e/ou na modalidade de parcerias, com ONGs e servi&#231;os comunit&#225;rios executados por entidades do terceiro setor. No caso portugu&#234;s, o enfrentamento ocorre por dentro do pr&#243;prio sistema escolar, por meio das escolas de Territ&#243;rios Educativos de Interven&#231;&#227;o Priorit&#225;ria (TEIPs), uma medida de pol&#237;tica de combate aos problemas de exclus&#227;o social e escolar, em um determinado espa&#231;o geogr&#225;fico. Trata-se de pr&#225;ticas educativas que visam &#224; articula&#231;&#227;o de medidas locais de car&#225;ter pedag&#243;gico, psicol&#243;gico e social, disponibilizando recursos humanos (mais docentes, psic&#243;logos, mediadores, assistentes sociais, educadores sociais), al&#233;m de verbas espec&#237;ficas. Defende que em ambos os pa&#237;ses a ideia de vulnerabilidade &#233; sin&#244;nimo de risco social, exigindo uma abordagem diferenciada e espec&#237;fica sobre essa popula&#231;&#227;o por meio da promo&#231;&#227;o de sua educa&#231;&#227;o. Aponta algumas das diferentes formas pelas quais tais experi&#234;ncias educativas, na qualidade de pol&#237;ticas afirmativas de enfrentamento da pobreza, aproximam-se e distanciam-se em ambos os pa&#237;ses. Encerra ressaltando que os dois modelos de interven&#231;&#227;o, embora com caracter&#237;sticas distintas, est&#227;o voltados para os mesmos segmentos populacionais reconhecidos, em ambos os pa&#237;ses, como demandantes de a&#231;&#245;es espec&#237;ficas no sentido da busca por equidade social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This is an argumentative paper on the relationship between education and reducing inequality, taking the pedagogical practices developed in Brazil and Portugal for socially vulnerable children, teenagers and youth as its reference. In the case of Brazil, it takes Program More Education (PME) as an example of affirmative policy, a strategic action for joining the pedagogical and social areas who primarily work to execute actions within the network of public schools and/or in partnerships, with NGO's and community services executed by third-sector entities. In the case of Portugal, the confrontation happens within the school system itself, through Educational Territories of Priority Intervention (TEIPs), a policy measure for fighting the problems of social and scholastic exclusion in a set geographic area. It addresses the educational practices that are aimed toward linking the local pedagogical, psychological and social measures, making human resources (more lecturers, psychologists, mediators, social workers, social educators) available, in addition to specific funding. It maintains that in both countries, the idea of vulnerability is synonymous with social risk, demanding a differentiated approach for that population by promoting its education. The text notes some of the different ways by which such educational experiences come close to and move away from being affirmative policies for confronting poverty. It ends by highlighting that the two intervention models, despite having different qualities, are surrounded by the same sections of the population, recognized in both countries, as plaintiffs for specific action for moving toward social equality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Presentamos un texto argumentativo sobre las relaciones entre educaci&#243;n y reducci&#243;n de desigualdades, teniendo como referencia las pr&#225;cticas de educaci&#243;n desarrolladas en Brasil y en Portugal destinadas a ni&#241;os, adolescentes y j&#243;venes socialmente vulnerables. En el caso brasile&#241;o, se toma el Programa Mais Educa&#231;&#227;o (PME), como ejemplo de pol&#237;tica afirmativa, una acci&#243;n estrat&#233;gica de articulaci&#243;n entre las &#225;reas pedag&#243;gica y social que ejecutan acciones prioritariamente dentro de las escuelas de la red p&#250;blica, o en la modalidad de alianzas con ONG y servicios comunitarios ejecutados por entidades del tercer sector. En el caso portugu&#233;s, el enfrentamiento ocurre dentro del propio sistema escolar, por medio de escuelas de Territorios educativos de intervenci&#243;n prioritaria (TEIP), una medida de pol&#237;tica de combate a los problemas de exclusi&#243;n social y escolar, en un determinado espacio geogr&#225;fico. Se trata de pr&#225;cticas educativas que tienen como objetivo la articulaci&#243;n de medidas locales de car&#225;cter pedag&#243;gico, psicol&#243;gico y social, poniendo a disposici&#243;n recursos humanos (m&#225;s docentes, psic&#243;logos, mediadores, asistentes sociales, educadores sociales), adem&#225;s de asignaciones espec&#237;ficas. Sostiene que, en ambos pa&#237;ses, la idea de vulnerabilidad es sin&#243;nimo de riesgo social, exigiendo un abordaje diferenciado y especifico sobre esa poblaci&#243;n, a trav&#233;s de la promoci&#243;n de su educaci&#243;n. Se&#241;ala algunas de las diferentes formas por la que tales experiencias educativas, como las pol&#237;ticas afirmativas de enfrentamiento de la pobreza, se aproximan y se distancian en ambos pa&#237;ses. Finaliza resaltando que los dos modelos de intervenci&#243;n, si bien tienen caracter&#237;sticas distintas, est&#225;n destinados a los mismos segmentos poblacionales reconocidos, en ambos pa&#237;ses, como demandantes de acciones espec&#237;ficas en el sentido de b&#250;squeda por una equidad social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Vulnerabilidade Social]]></kwd>
<kwd lng="pt"><![CDATA[Brasil. Portugal]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Inequality]]></kwd>
<kwd lng="en"><![CDATA[Social Policy]]></kwd>
<kwd lng="en"><![CDATA[Social Vulnerability]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[Portugal]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Desigualdades]]></kwd>
<kwd lng="es"><![CDATA[Políticas Sociales]]></kwd>
<kwd lng="es"><![CDATA[Vulnerabilidad Social]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="es"><![CDATA[Portugal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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