<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822016000300344</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2016.3.20997</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O direito &#224; educa&#231;&#227;o e o cotidiano escolar: dimens&#245;es do concebido, do vivido e do percebido]]></article-title>
<article-title xml:lang="en"><![CDATA[The right to education and daily life school: dimensions of conceived, lived and conceived]]></article-title>
<article-title xml:lang="es"><![CDATA[El derecho a la educación y el cotidiano escolar: dimensiones de lo concebido, de lo vivido y de lo percebido]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stecanela]]></surname>
<given-names><![CDATA[Nilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<fpage>344</fpage>
<lpage>356</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822016000300344&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822016000300344&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822016000300344&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O foco deste texto emerge das inquieta&#231;&#245;es que perpassam o cotidiano das institui&#231;&#245;es educativas, identificadas em categorias anal&#237;ticas emergentes de pesquisa que teve como corpus emp&#237;rico as narrativas de professores e de alunos da educa&#231;&#227;o b&#225;sica. Constitui uma tentativa de interpreta&#231;&#227;o dos ecos das palavras dos interlocutores envolvidos ao referirem, de modo indireto, que a obrigatoriedade da frequ&#234;ncia &#224; escola produz uma configura&#231;&#227;o social que altera as rotas do projeto moderno de escola. E afeta tamb&#233;m a rela&#231;&#227;o pedag&#243;gica e as culturas escolares neste evidenciadas. Objetiva, portanto, a tessitura de rela&#231;&#245;es a respeito do paradoxo "direito &#224; educa&#231;&#227;o e escolariza&#231;&#227;o obrigat&#243;ria" em di&#225;logo com as evid&#234;ncias do processo de muta&#231;&#227;o da escola. Contextualiza os direitos humanos e o direito &#224; educa&#231;&#227;o em interlocu&#231;&#227;o com os conceitos de configura&#231;&#227;o social e rela&#231;&#245;es de interdepend&#234;ncia, buscados em Norbert Elias sobre o processo civilizador. Michel de Certeau e Roger Chartier contribuem, respectivamente, na discuss&#227;o atrav&#233;s dos conceitos de estrat&#233;gia e de t&#225;tica, assim como de representa&#231;&#227;o social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The focus of this paper emerges from the concerns that pervade the daily life of educational institutions, which are identified through emerging analytical categories of research that have as their empirical corpus the narratives of teachers and students at the elementary and secondary school level. This paper attempts to interpret the echoes of the words of teachers and students and indirectly refers to the fact that mandatory school attendance produces a social configuration that changes the directions of the modern school project, affecting pedagogical relationship and school cultures. The paper analyses the fabric of the relations regarding the paradox of the "right to education and compulsory schooling" and dialogues with the evidence of changing processes in schools. It contextualises human rights and the right to education in dialogue with the concepts of social configuration and interdependent relationships contained in the theory about the civilising process developed by Norbert Elias. The ideas of Michel de Certeau and Roger Chartier are also used to contribute to the discussion regarding concepts of strategy and tactics, respectively, as well as in terms of social representation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El foco de este texto emerge de las inquietudes presentes en el cotidiano de las instituciones educativas, identificadas en categor&#237;as anal&#237;ticas emergentes de investigaci&#243;n que tuvo como corpus emp&#237;rico las narrativas de profesores y de alumnos de la Educaci&#243;n B&#225;sica. Constituye una tentativa de interpretaci&#243;n de los ecos de las palabras de los interlocutores involucrados al mencionar, de modo indirecto, que la obligatoriedad de la frecuencia a la escuela produce una configuraci&#243;n social que altera las rutas del proyecto moderno de escuela, afectando la relaci&#243;n pedag&#243;gica y las culturas escolares evidenciadas. Objetiva, por tanto, tejer relaciones a respecto de la paradoja "derecho a la educaci&#243;n y escolarizaci&#243;n obligatoria" en di&#225;logo con las evidencias del proceso de cambio de la escuela. Contextualiza los derechos humanos y el derecho a la educaci&#243;n en interlocuci&#243;n con los conceptos de configuraci&#243;n social y relaciones de interdependencia, buscados en Norbert Elias sobre el proceso civilizador. Michel de Certeau y Roger Chartier contribuyen, respectivamente, en la discusi&#243;n a trav&#233;s de los conceptos de estrategia y de t&#225;ctica, as&#237; como de representaci&#243;n social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Direito à Educação]]></kwd>
<kwd lng="pt"><![CDATA[Cotidiano Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Relação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Diversidade Sociocultural]]></kwd>
<kwd lng="en"><![CDATA[Right to Education]]></kwd>
<kwd lng="en"><![CDATA[Everyday School Life]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Relationship]]></kwd>
<kwd lng="en"><![CDATA[Sociocultural Diversity]]></kwd>
<kwd lng="es"><![CDATA[Derecho a la Educación]]></kwd>
<kwd lng="es"><![CDATA[Cotidiano Escolar]]></kwd>
<kwd lng="es"><![CDATA[Relación Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Diversidad Sociocultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Ser professor/a hoje: novos confrontos entre saberes, culturas e práticas.]]></article-title>
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<year></year>
<volume>37</volume>
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</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Direito à educação: direito à igualdade, direito à diferença.]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
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<issue>116</issue>
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<article-title xml:lang="en"><![CDATA[A escola faz juventudes? Reflexos sobre a socialização juvenil.]]></article-title>
<source><![CDATA[Revista Educação &amp; Sociedade]]></source>
<year></year>
<volume>28</volume>
<numero>100</numero>
<issue>100</issue>
<page-range>105-11</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
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<given-names><![CDATA[T.]]></given-names>
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<article-title xml:lang="en"><![CDATA[O direito universal à educação: silêncios, riscos e possibilidades.]]></article-title>
<source><![CDATA[Práxis Educativa]]></source>
<year></year>
<volume>6</volume>
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<issue>1</issue>
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</back>
</article>
