<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122021000100124</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v26.e021036</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desigualdade e Educação: mais uma revolução inacabada?]]></article-title>
<article-title xml:lang="en"><![CDATA[Inequality and Education: another unfinished revolution?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Streck]]></surname>
<given-names><![CDATA[Danilo Romeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Caxias do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122021000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122021000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122021000100124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo propõe-se revisitar a relação entre desigualdade e educação, um tema que acompanha a educação nas sociedades modernas. Apesar do acesso a dados sobre a desigualdade na sociedade e na educação, bem como de muitas análises sobre as origens e tendências que provocam verdadeiros apartheids sociais, tem-se a impressão de que a &#8220;metáfora do labirinto&#8221;, comum na literatura latino-americana, se aplica à educação. O artigo está dividido em duas partes: na primeira, busca situar o tema da desigualdade como um problema da educação e para a educação, com breve referência a obras clássicas e identificação de alguns lugares pedagógicos que podem servir à perpetuação da desigualdade ou de resistência a ela. A segunda parte, tomando por base pensamentos do início da segunda metade do século passado, gira em torno da pergunta: Estaríamos diante de mais uma revolução inacabada na América Latina? São debatidos dois temas: a atualização da noção de conscientização e as nuanças pedagógicas de conceitos como libertação, exclusão social e (de)colonialidade. Na conclusão, acentua a centralidade de Paulo Freire para compreender a relação entre desigualdade e educação e para a criação de inéditos viáveis na educação e através da educação para a promoção de uma sociedade menos desigual e mais justa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article aims to revisit the relationship between inequality and education, a theme that accompanies education in modern societies. Despite access to data on inequality in society and education, as well as many analyzes of the origins and trends that provoke real social apartheids, one has the impression that the metaphor of the labyrinth, common in Latin American literature, applies to education. The article is divided in two parts. The first seeks to situate the theme of inequality as a problem of education and for education, with a brief reference to classic works and the identification of some pedagogical places that can serve to perpetuate inequality or resist it. The second part, based on thoughts from the beginning of the second half of the last century, revolves around the question of whether we are facing yet another unfinished revolution in Latin America. Two themes are discussed: updating the notion of awareness and the pedagogical nuances of concepts such as liberation, social exclusion and (de) coloniality. In the conclusion, Paulo Freire&#8217;s centrality is emphasized to understand the relationship between inequality and education, and to create untested feasibilities in education and through education to promote a less unequal and more just society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desigualdade]]></kwd>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="pt"><![CDATA[Conscientização]]></kwd>
<kwd lng="pt"><![CDATA[Libertação]]></kwd>
<kwd lng="pt"><![CDATA[(De)colonialidade]]></kwd>
<kwd lng="en"><![CDATA[Inequality]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Awareness]]></kwd>
<kwd lng="en"><![CDATA[Liberation]]></kwd>
<kwd lng="en"><![CDATA[(De)coloniality]]></kwd>
</kwd-group>
</article-meta>
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