<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000301216</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds16</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escola, exigência e rigor: Contributo para uma abordagem complexa e inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[School, exigency and rigor: Contribution to a more complex and inclusive approach]]></article-title>
<article-title xml:lang="es"><![CDATA[Escuela, exigencia y rigor: Contribución a un enfoque más complejo e inclusivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trindade]]></surname>
<given-names><![CDATA[Rui]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cosme]]></surname>
<given-names><![CDATA[Ariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>78</numero>
<fpage>1216</fpage>
<lpage>1227</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este é um texto em que, a partir dos pressupostos do que Trindade e Cosme (2016) designam por paradigmas da instrução, da aprendizagem e da comunicação, confrontam-se as perspectivas de exigência e rigor acadêmicos que se coadunam com tais pressupostos. Como resultado da reflexão produzida, constata-se, em primeiro lugar, que estas categorias não só não são propriedade do paradigma da instrução, como são entendidas, em alternativa, como categorias indispensáveis à afirmação de uma Escola que visa se assumir como um espaço culturalmente significativo e humanamente empoderador. Neste sentido, estamos perante um texto que, ao libertar tais categorias curriculares e pedagógicas das amarras em que os instrucionistas as encerraram, pretende contribuir para propor uma leitura mais complexa e inclusiva acerca da exigência e do rigor acadêmicos, no momento em que tem em conta quer os alunos e as suas singularidades quer uma outra visão epistemológica acerca do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is a text where a confrontation is proposed between the perspectives of academic demand and rigor, based on the assumptions of what Trindade and Cosme (2016) call paradigms of instruction, learning and communication paradigms. As a result of such exercise, we advocate, firstly, that these categories are not a property of the instruction paradigm and, alternatively, are indispensable categories for the affirmation of a School that aims to assume itself as a space culturally meaningful and humanly empowering. In this sense, we are faced with a text that, by contributing to freeing such curricular and pedagogical categories from the shackles where instructionists locked them up, intends to contribute to proposing a more complex and inclusive reading about the academic requirement and rigor, when it takes into account both students and their singularities wants another epistemological vision about knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este es un texto donde se propone una confrontación entre las perspectivas de la exigencia académica y el rigor, a partir de los presupuestos de lo que Trindade y Cosme (2016) denominan paradigmas de instrucción, paradigmas de aprendizaje y comunicación. Como resultado de tal ejercicio, defendemos, en primer lugar, que estas categorías no son una propiedad del paradigma de la instrucción y, en cambio, son categorías indispensables para la afirmación de una Escuela que pretende asumirse como un espacio culturalmente significativo y humanamente empoderador. En este sentido, nos encontramos ante un texto que, al contribuir a liberar tales categorías curriculares y pedagógicas de los grilletes donde las encerraron los instruccionistas, pretende contribuir a proponer una lectura más compleja e integradora sobre la exigencia y el rigor académico, cuando tiene en cuenta tanto a los estudiantes como sus singularidades quiere otra visión epistemológica sobre el conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão educativa]]></kwd>
<kwd lng="pt"><![CDATA[Inovação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Instrucionismo]]></kwd>
<kwd lng="pt"><![CDATA[Paradigma da complexidade.]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical innovation]]></kwd>
<kwd lng="en"><![CDATA[Instructionism]]></kwd>
<kwd lng="en"><![CDATA[Paradigm of complexity.]]></kwd>
<kwd lng="es"><![CDATA[Inclusión educative]]></kwd>
<kwd lng="es"><![CDATA[Innovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Instruccionismo]]></kwd>
<kwd lng="es"><![CDATA[- Paradigma de la complejidad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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