<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732004000100008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escolas que somem, reflexões sobre escola pública e educação popular]]></article-title>
<article-title xml:lang="en"><![CDATA[Schools that make a difference, reflections on the public school and education for lower income children]]></article-title>
<article-title xml:lang="es"><![CDATA[Escuelas que desaparecen, reflexiones sobre la escuela pública y la educación popular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esteban]]></surname>
<given-names><![CDATA[Maria Teresa]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2004</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2004</year>
</pub-date>
<volume>22</volume>
<numero>01</numero>
<fpage>127</fpage>
<lpage>144</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732004000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732004000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732004000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto aborda a dinâmica pedagógica na escola pública que recebe crianças das classes populares. Refletindo sobre as relações estabelecidas pelas crianças com o cotidiano escolar, discute o método de estudo e pesquisa no cotidiano, com referência nos paradigma da complexidade e indiciário e no conceito de rigor flexível. Explorando caminhos percorridos, sublinha possibilidades de conexão entre a escola pública e a educação popular. As noções de ambivalência, fronteira, conhecimento-regulação, conhecimento-emancipação, heterogeneidade, silenciamento, educação como prática libertadora orientam a análise que vai tecendo essas possibilidades. Considerando a experiência das classes populares fortemente marcada por golpes e privações, mas também por partilha e solidariedade, o conceito de resiliência é destacado como um dos fios que fortalecem a potencialidade da escola pública comprometida com os segmentos sociais excluídos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The paper analyzes pedagogical dynamics in public schools that attend children from lower-income families. While reflecting on the relationships children establish with their daily school activities, the text discusses study and research methods, with reference to the paradigms of complexity and clues and the concept of flexible rigor. It explores the paths taken and underlines possible connections between public schools and education for lower income children. The notions of ambivalence, border, regulation-knowledge, liberating knowledge, heterogeneity, silencing and education as a liberating practice orient the analysis that weaves these possibilities. Considering the experience of the lower classes, which have been strongly marked by exploitation and hardship, as well as sharing and solidarity, the concept of resilience is highlighted as one of the threads that strengthens the potential of public schools, committed to the excluded lower-income segments.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El texto aborda la dinámica pedagógica en la escuela pública que recibe niños de las clases populares. Reflexionando sobre las relaciones establecidas por los niños con el cotidiano escolar, discute el método de estudios e investigación en el cotidiano, con referencia en los paradigmas de la complejidad e indiciario y en el concepto de rigor flexible. Explorando caminos recorridos, subraya las posibilidades de conexión entre la escuela pública y la educación popular. Las nociones de ambivalencia, frontera, conocimientoregulación, conocimiento-emancipación, heterogeneidad, silenciamiento, educación como práctica libertadora orientan el análisis que va articulando esas posibilidades. Considerando la experiencia de las clases populares fuertemente marcada por golpes y privaciones, pero también caracterizada por la solidariedad y la colaboración, el concepto de resiliencia es destacado como uno de los hilos que fortalecen la potencialidad de la escuela pública comprometida con los segmentos sociales excluido.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Popular]]></kwd>
<kwd lng="pt"><![CDATA[Escolas Públicas]]></kwd>
<kwd lng="es"><![CDATA[Educación Popular]]></kwd>
<kwd lng="es"><![CDATA[Escuelas Publics]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Escolas que somem, reflex&otilde;es  sobre escola p&uacute;blica e educa&ccedil;&atilde;o popular.</h2> <h3>Schools that make a difference, reflections on the public school and  education for lower income children.</h3> <h3>Escuelas que desaparecen, reflexiones sobre la escuela p&uacute;blica y la educaci&oacute;n  popular.</h3>     <p>&nbsp;</p> <h4>Maria Teresa Esteban    <br> </h4> </font>      ]]></body>
</article>
