<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000500849</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i41.6202</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ASSÉDIO À EDUCAÇÃO PÚBLICA E A RESISTÊNCIA ESTUDANTIL NO BRASIL CONTEMPORÂNEO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE HARASSMENT OF PUBLIC EDUCATION AND STUDENT RESISTANCE IN CONTEMPORARY BRAZIL]]></article-title>
<article-title xml:lang="es"><![CDATA[EL ACOSO A LA EDUCACIÓN PÚBLICA Y LA RESISTENCIA ESTUDIANTIL EN BRASIL CONTEMPORÂNEO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Mônica Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>41</numero>
<fpage>849</fpage>
<lpage>868</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000500849&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000500849&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000500849&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: No Brasil, após o golpe de 2016, se intensificam as estratégias para desobrigar o Estado de seu dever constitucional com o ensino público, gratuito, laico e de qualidade. O governo congela as verbas da educação por 20 anos e propõe uma reforma do ensino médio. A quem interessa e qual a origem destas iniciativas? Para refletir sobre esta questão, busco apoio teórico em obras de autores como Gramsci e Paulo Freire, bem como lanço mão de resultados de pesquisas que abordam, em perspectiva crítica, as estratégias adotadas pelo Banco Mundial (BM) e seu parceiro na América Latina, o Banco Interamericano de Desenvolvimento (BID), ao longo das últimas três décadas. De modo semelhante, impressiona a rotina de aprendizado, debates e atividades culturais dos secundaristas, durante a ocupação das escolas públicas de ensino médio em todo país. Analiso, portanto, o ideário conservador que embasa a contrarreforma educacional e o protesto estudantil contra o projeto neoliberal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In Brazil, after the 2016 coup, strategies are intensified to release the State from its constitutional duty to public, free, secular, and quality education. The government freezes education funding for 20 years and proposes a high school reform. To whom it matters and where do these initiatives come from? To reflect on these issues, I seek theoretical support in works by authors such as Gramsci and Paulo Freire; I use research results that address critically the strategies adopted by the World Bank (WB) and its Latin American partner, the Inter-American Development Bank (IDB), over the past three decades. Similarly, it impresses the learning routine, debates and cultural activities of high school students during the occupation of public high schools throughout the country. Therefore, I analyze the conservative ideas that underpin the educational counter-reform and the student protests to the neoliberal project.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En Brasil, después del golpe de Estado de 2016, se intensifican las estrategias para liberar al Estado de su deber constitucional con la educación pública, gratuita, secular y de calidad. El gobierno congela a los fondos de educación durante 20 años y propone una reforma de la escuela secundaria. ¿A quién importa y de dónde provienen estas iniciativas? Para reflexionar sobre estas cuestiones, busco apoyo teórico en obras de autores como Gramsci y Paulo Freire; utilizo resultados de investigación que abordan críticamente las estrategias adoptadas por el Banco Mundial (BM) y su socio latinoamericano, el Banco Interamericano de Desarrollo (BID), en las últimas tres décadas. Del mismo modo, impresiona la rutina de aprendizaje, los debates y las actividades culturales de los estudiantes de secundaria durante la ocupación de las escuelas secundarias públicas en todo el país. Por lo tanto, analizo las ideas conservadoras que sustentan la contrarreforma educativa y la protesta estudiantil contra el proyecto neoliberal.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Banco Mundial]]></kwd>
<kwd lng="pt"><![CDATA[Educação pública]]></kwd>
<kwd lng="pt"><![CDATA[Resistência estudantil.]]></kwd>
<kwd lng="en"><![CDATA[World Bank]]></kwd>
<kwd lng="en"><![CDATA[Public education]]></kwd>
<kwd lng="en"><![CDATA[Student resistance]]></kwd>
<kwd lng="es"><![CDATA[Banco Mundial]]></kwd>
<kwd lng="es"><![CDATA[Educación pública]]></kwd>
<kwd lng="es"><![CDATA[Resistencia estudiantil.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
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