<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000500093</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.64090</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTADO DE EXCEÇÃO, ESTADO DE GUERRA: os impactos da ascensão conservadora e da pandemia numa escola socioeducativa em contexto de privação de liberdade]]></article-title>
<article-title xml:lang="en"><![CDATA[STATE OF EXCEPTION, STATE OF WAR: the impacts of the conservative rise and the pandemic in a socio-educational school in a context of deprivation of liberty]]></article-title>
<article-title xml:lang="es"><![CDATA[ESTADO DE EXCEPCIÓN, ESTADO DE GUERRA: los impactos del ascenso conservador y la pandemia en una escuela socioeducativa en un contexto de privación de libertad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Fábio de Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estácio de Sá Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,PUC-Rio Programa de Pós-graduação em Ciências Sociais ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>especial</numero>
<fpage>93</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000500093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000500093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000500093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse artigo decorre de pesquisa em andamento realizada no interior do sistema socioeducativo, a partir da inserção do autor como professor de sociologia de uma escola pública estadual, situada dentro de uma unidade de privação de liberdade do Departamento de Gestão Socioeducativa do Estado do Rio de Janeiro (DEGASE/RJ). A abordagem à realidade investigada é feita a partir de premissas teórico-metodológicas afins ao campo do cotidiano escolar. A pesquisa pretende dialogar com ações, intervenções e iniciativas político-pedagógicas presentes no currículo da escola, que possam propiciar a transição de um contexto de exclusão e violação de direitos a outro que os garanta. As atividades de pesquisa vêm sendo realizadas ao longo do período da pandemia em que o trabalho presencial dos professores foi suspenso em uma primeira etapa e tornado híbrido em outra. Os dados parciais revelam crescimento muito significativo da exclusão e da violação a direitos sociais e políticos dos adolescentes em cumprimento de medidas socioeducativas, atribuídas hipoteticamente ao esvaziamento da escola como espaço de garantia de direitos, por um período, e do recrudescimento de valores e políticas repressivas e punitivistas dentro e fora da instituição.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article approaches from an ongoing research carried out within the socio-educational system, based on the author's insertion as a sociology teacher at a state public school, located within a deprivation of liberty unit of Department of Socio-Educational Management of the State from Rio de Janeiro (DEGASE/RJ). The approach to the investigated reality is based on theoretical-methodological assumptions related to the field of everyday school life. The research intends to dialogue with actions, interventions and political-pedagogical initiatives present in the school curriculum, which can provide the transition from a context of exclusion and violation of rights to one that guarantees them. Research activities have been carried out throughout the period of the pandemic, in which the face-to-face work of teachers was suspended in a first stage and hybridized in another. Partial data reveal a very significant increase in the exclusion and violation of social and political rights of adolescentes, hypothetically attributed to the emptying of the school as a space to guarantee rights, for a period, and to the spreading of repressive and punitiveness values policies inside and outside the institution.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo surge de una investigación en curso realizada dentro del sistema socioeducativo, basada en la inserción del autor como docente de sociología en una escuela pública estatal, ubicada dentro de una unidad de privación de libertad de Departamento de Gestión Socioeducativa de el Estado de Rio de Janeiro (DEGASE/RJ). El acercamiento a la realidad investigada se basa en supuestos teórico-metodológicos relacionados con el campo de la vida escolar cotidiana. La investigación pretende dialogar con acciones, intervenciones e iniciativas político-pedagógicas presentes en el currículo escolar, que puedan brindar la transición de un contexto de exclusión y vulneración de derechos a otro que los garantice. Las actividades de investigación se han realizado durante todo el período de la pandemia, en el que el trabajo presencial de los docentes se suspendió en una primera etapa y se hibridó en otra. Datos parciales revelan un incremento muy significativo de la exclusión y vulneración de los derechos sociales y políticos de los adolescentes en el cumplimiento de medidas socioeducativas, hipotéticamente atribuidas al vaciamiento de la escuela como espacio de garantía de derechos, por un período, y al resurgimiento de valores y políticas represivas y punitivas dentro y fuera de la institución.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação e direitos humanos]]></kwd>
<kwd lng="pt"><![CDATA[socioeducação]]></kwd>
<kwd lng="pt"><![CDATA[privação de liberdade]]></kwd>
<kwd lng="en"><![CDATA[education and human rights]]></kwd>
<kwd lng="en"><![CDATA[socio-education]]></kwd>
<kwd lng="en"><![CDATA[deprivation of liberty]]></kwd>
<kwd lng="es"><![CDATA[educación y derechos humanos]]></kwd>
<kwd lng="es"><![CDATA[socioeducación]]></kwd>
<kwd lng="es"><![CDATA[privación de libertad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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