<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142006000300010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A presença da cultura meritocrática na educação de jovens e adultos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Backes]]></surname>
<given-names><![CDATA[José Licínio]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baquero]]></surname>
<given-names><![CDATA[Rute Vivian Ângelo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavan]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,UCDB  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A10">
<institution><![CDATA[,UNISINOS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<volume>06</volume>
<numero>03</numero>
<fpage>525</fpage>
<lpage>539</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142006000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142006000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142006000300010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto tem como objetivo problematizar a dimensão da cultura meritocrática que invade a educação, especificamente, neste artigo, a Educação de Jovens e Adultos. A pesquisa de campo foi realizada por meio de entrevistas semi-estruturadas junto a oito professoras da Educação de Jovens e Adultos, gravadas e, posteriormente, transcritas e analisadas. Na análise, observou-se que os/as professores/as apontavam, de maneira recorrente, a meritocracia tanto como causa quanto como solução, seja para os problemas da sociedade ou os de ordem educacional. Para compreender e problematizar estas explicações, articulamo-las com a compreensão de cultura, vista como um processo de construção de sentido. A meritocracia faz parte deste processo de construção cultural, contribuindo para a construção de um individualismo por meio do qual cada um é visto como responsável pelo que é, pelo que pode possuir, pelo lugar que ocupa na sociedade. Este sentido construído culturalmente no contexto atual, como demonstra o artigo está muito presente na Educação de Jovens e Adultos, por meio dos discursos dos/as próprios/as professores/as. Deste modo, os/as professores/as vêem, muitas vezes, o/a aluno/a da EJA como alguém que se deu conta de que a saída para seu estado de exclusão está nele mesmo enquanto indivíduo e não na luta coletiva, como postula a teoria crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This text aims to investigate the scope of the meritocratic culture that pervades education, focusing specifically on Education for Young People and Adults. The field research was carried out by means of semi-structured interviews with eight teachers of Young People and Adults, which were recorded and then transcribed and analyzed. In the analysis, it was observed that the teachers consistently indicated meritocracy as both the cause and the solution, for the problems of society and educational problems. To understand and challenge these explanations, we linked them to the understanding of culture, which is seen as a process of constructing meaning. Meritocracy is part of this process of cultural construction, and contributes to the construction of an individualism in which each person is seen as responsible for what he or she is, for what he or she can own and for the place he or she occupies in society. This culturally constructed meaning, in the current context, is, as this article demonstrates, prevalent in the Education of Young People and Adults, through the discourses of the teachers themselves. Thus, teachers view the Young People and Adult students as people who have realized that their way out of their state of exclusion lies within themselves as individuals, rather than in the collective struggle as postulated by critical theory.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Education of Youth and Adults]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A presen&ccedil;a da cultura meritocr&aacute;tica  na educa&ccedil;&atilde;o de jovens e adultos.</h2> <h3>The presence of a meritocratic culture in the education of young people  and adults.</h3>     <p>&nbsp;</p> <h4>Jos&eacute; Lic&iacute;nio Backes, Rute Vivian &Acirc;ngelo Baquero, Ruth Pavan    <br> </h4> </font>      ]]></body>
</article>
