<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602021000100210</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2021v11n1id1542</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESCONSTRUINDO A LÓGICA DA ESCOLA SEM PARTIDO: glosas críticas]]></article-title>
<article-title xml:lang="en"><![CDATA[DECONSTRUCTING THE LOGIC OF THE SCHOOL WITHOUT A PARTY: critical gloses]]></article-title>
<article-title xml:lang="es"><![CDATA[DECONSTRUYENDO LA LÓGICA DE LA ESCUELA SIN PARTIDO: glosas críticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hermida]]></surname>
<given-names><![CDATA[Jorge Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lira]]></surname>
<given-names><![CDATA[Jailton de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Doutorado em Educação, pela Universidade Estadual de Campinas (UNICAMP) Professor Titular da Universidade Federal da Paraíba (UFPB) e dos Programas de Pós-graduação em Educação (PPGE) e do Mestrado Profissional em Gestão em Organizações Aprendentes (MPGOA), ambos da UFPB. Líder do Grupo de Estudos e Pesquisas &#8220;Educação, Políticas Públicas e Mundo do Trabalho - membro do HISTEDBR Nacional&#8221; ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Doutorado em Educação, pela Universidade Federal da Paraíba (UFPB) Professor Adjunto II da Universidade Federal de Alagoas (UFAL) e do Programa de Pós-graduação em Educação (PPGE) da UFAL. Presidente da Associação de Docentes da Universidade Federal de Alagoas (ADUFAL). Vice-Líder do Grupo de Estudos e Pesquisas &#8220;Educação, Políticas Públicas e Mundo do Trabalho - membro do HISTEDBR Nacional&#8221; ]]></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>11</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602021000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602021000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602021000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio versa sobre os fundamentos políticos e pedagógicos da proposta do movimento Escola sem Partido (ESP). Apresenta uma série de glosas críticas sobre um dos temas educacionais mais relevantes dos últimos tempos, as quais representam o ponto de vista crítico dos autores, mas também de amplos setores educacionais e sociais, defensores da escola pública e da democracia. Ancorado nos fundamentos teóricos e metodológicos da Pedagogia Histórico-crítica e do materialismo histórico e dialético, o ensaio conclui que o Escola sem Partido se constitui em um movimento autoritário, articulado com o movimento fascista internacional e com os setores políticos e econômicos mais reacionários da sociedade. Suas propostas representam o violento esforço do sistema capitalista em manter o seu processo de acumulação e concentração da riqueza, ainda que precise utilizar recursos que minam o Estado democrático de Direito liberal e as limitadas conquistas decorrentes da ampliação dos espaços de democratização formal pós Constituição de 1988.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This essay deals with the political and pedagogical foundations of the proposal of the movement School without Party (ESP). A series of glosses is presented on one of the most relevant educational themes of recent times, which represent the critical point of view of the authors, but also of broad educational and social sectors, defenders of the public school and democracy. Anchored in the theoretical and methodological foundations of Historical-Critical Pedagogy and historical and dialectical materialism, the essay concludes the following: Escola sem Partido is an authoritarian movement, which is articulated with the international fascist movement and with the most reactionary political and economic sectors of society. His proposals represent the violent effort of the capital system to maintain its process of accumulation and concentration of wealth, even though it needs to use resources that undermine the democratic State under liberal law and the limited achievements made possible by the expansion of the spaces of formal democratization post 1988 Constitution.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este ensayo aborda los fundamentos políticos y pedagógicos de la propuesta del movimiento Escuela sin Partido (ESP). Se presenta una serie de glosas sobre uno de los temas educativos más relevantes de los últimos tiempos, que representan el punto de vista crítico de los autores, pero también de amplios sectores educativos y sociales, defensores de la escuela pública y la democracia. Anclado en los fundamentos teóricos y metodológicos de la Pedagogía Histórico-Crítica y el materialismo histórico y dialéctico, el ensayo concluye lo siguiente: Escuela sin Partido constituye un movimiento autoritario, articulado con el movimiento fascista internacional y con los sectores políticos y económicos más reaccionarios de la sociedad. Sus propuestas representan el esfuerzo violento del sistema capitalista por mantener su proceso de acumulación y concentración de riqueza, mismo que sea necesario utilizar recursos que atentan contra el Estado democrático de derecho liberal y los limitados logros que posibilitó la expansión de los espacios de democratización formales, posteriores a la Constitución de 1988.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola sem Partido]]></kwd>
<kwd lng="pt"><![CDATA[Democracia liberal]]></kwd>
<kwd lng="pt"><![CDATA[Fundamentos da educação]]></kwd>
<kwd lng="en"><![CDATA[School without Party]]></kwd>
<kwd lng="en"><![CDATA[Liberal democracy]]></kwd>
<kwd lng="en"><![CDATA[Fundamentals of education]]></kwd>
<kwd lng="es"><![CDATA[Escuela sin Partido]]></kwd>
<kwd lng="es"><![CDATA[Democracia liberal]]></kwd>
<kwd lng="es"><![CDATA[Fundamentos de la educación]]></kwd>
</kwd-group>
</article-meta>
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