<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras .Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782014000400945</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782014000900007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunidades como espaços de intervenção pedagógica um estudo da docência no ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Community as a space for educational intervention: a study of teaching in high school]]></article-title>
<article-title xml:lang="es"><![CDATA[Comunidades como espacios de intervención pedagógica: un estudio de la docencia en la escuela secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Rafael Dias da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Fronteira ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>19</volume>
<numero>59</numero>
<fpage>945</fpage>
<lpage>966</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782014000400945&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782014000400945&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782014000400945&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto trata dos modos contempor&#226;neos de constitui&#231;&#227;o da doc&#234;ncia no ensino m&#233;dio no Brasil. O eixo da investiga&#231;&#227;o esteve centrado em examinar como a seguridade, enquanto tecnologia de governo, opera na regula&#231;&#227;o da conduta dos professores do ensino m&#233;dio, produzindo uma pedagogia das prote&#231;&#245;es que toma as comunidades como espa&#231;o privilegiado de interven&#231;&#227;o. A revista Carta na Escola, em suas publica&#231;&#245;es desenvolvidas entre os anos de 2005 e 2010, foi a materialidade investigativa escolhida para este estudo. O gerenciamento dos riscos coletivos e a autopropuls&#227;o ao medo foram as estrat&#233;gias examinadas. A partir dos estudos foucaultianos, conclui-se que a produ&#231;&#227;o de uma doc&#234;ncia comunit&#225;ria implica o desencadeamento de pr&#225;ticas de governo de si e dos outros que visam a uma interven&#231;&#227;o qualificada no ensino m&#233;dio com base nos valores da sustentabilidade ambiental e da justi&#231;a social, desencadeando uma configura&#231;&#227;o docente politicamente &#250;til e socialmente relevante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper deals with the contemporary modes of teaching in high schools in Brazil. The research was focused on examining social security, as an instrument of government, in regulating the conduct of high school teachers, producing a pedagogy that takes the protection of communities as a privileged space for intervention. The magazine Carta na Escola, in their publications between the years 2005 and 2010, used investigative material for this study. The management of collective risks and self-induced fear were the strategies examined. According to the Foucauldian Studies, it is concluded that the delivery of community teaching involves the triggering of governance practices that aim qualified intervention in high school with values of environmental sustainability and social justice, providing teaching which is politically useful and socially relevant.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El presente texto trata de los modos contempor&#225;neos de constituci&#243;n de la docencia en la escuela secundaria en Brasil. El eje de la investigaci&#243;n se centr&#243; en examinar de qu&#233; manera la seguridad -como una tecnolog&#237;a de gobierno- opera en la regulaci&#243;n de la conducta de los profesores de escuelas secundarias, produciendo una pedagog&#237;a de las protecciones que toma a las comunidades como espacio privilegiado de intervenci&#243;n. La revista Carta na Escola, en sus publicaciones desarrolladas entre los a&#241;os 2005 y 2010, fue la elegida como material de investigaci&#243;n para este estudio. Las estrategias examinadas fueron la gesti&#243;n de los riesgos colectivos y la autopropulsi&#243;n del miedo. A partir de los estudios foucaultianos se concluye que la producci&#243;n de una docencia comunitaria implica el desencadenamiento de pr&#225;cticas de gobierno de s&#237; mismo y de los otros, pr&#225;cticas estas destinadas a una intervenci&#243;n cualificada en la escuela secundaria a partir de los valores de la sostenibilidad ambiental y de la justicia social, provocando una configuraci&#243;n docente pol&#237;ticamente &#250;til y socialmente relevante.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Comunidades]]></kwd>
<kwd lng="pt"><![CDATA[Estudos Foucaultianos]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Communities]]></kwd>
<kwd lng="en"><![CDATA[Foucaultian Studies]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Escuela Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Comunidades]]></kwd>
<kwd lng="es"><![CDATA[Estudios Foucaultianos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<volume>34</volume>
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<page-range>153-69</page-range><publisher-loc><![CDATA[Educação e RealidadePorto Alegre ]]></publisher-loc>
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<volume>34</volume>
<numero>2</numero>
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<article-title xml:lang="en"><![CDATA[Empreendorismo e gestão dos talentos na constituição dos universitários contemporâneos.]]></article-title>
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</back>
</article>
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<front>
<journal-meta>
<journal-id>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras .Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782014000400945</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782014000900007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunidades como espaços de intervenção pedagógica um estudo da docência no ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Community as a space for educational intervention: a study of teaching in high school]]></article-title>
<article-title xml:lang="es"><![CDATA[Comunidades como espacios de intervención pedagógica: un estudio de la docencia en la escuela secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Rafael Dias da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Fronteira ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>19</volume>
<numero>59</numero>
<fpage>945</fpage>
<lpage>966</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782014000400945&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782014000400945&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782014000400945&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto trata dos modos contempor&#226;neos de constitui&#231;&#227;o da doc&#234;ncia no ensino m&#233;dio no Brasil. O eixo da investiga&#231;&#227;o esteve centrado em examinar como a seguridade, enquanto tecnologia de governo, opera na regula&#231;&#227;o da conduta dos professores do ensino m&#233;dio, produzindo uma pedagogia das prote&#231;&#245;es que toma as comunidades como espa&#231;o privilegiado de interven&#231;&#227;o. A revista Carta na Escola, em suas publica&#231;&#245;es desenvolvidas entre os anos de 2005 e 2010, foi a materialidade investigativa escolhida para este estudo. O gerenciamento dos riscos coletivos e a autopropuls&#227;o ao medo foram as estrat&#233;gias examinadas. A partir dos estudos foucaultianos, conclui-se que a produ&#231;&#227;o de uma doc&#234;ncia comunit&#225;ria implica o desencadeamento de pr&#225;ticas de governo de si e dos outros que visam a uma interven&#231;&#227;o qualificada no ensino m&#233;dio com base nos valores da sustentabilidade ambiental e da justi&#231;a social, desencadeando uma configura&#231;&#227;o docente politicamente &#250;til e socialmente relevante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper deals with the contemporary modes of teaching in high schools in Brazil. The research was focused on examining social security, as an instrument of government, in regulating the conduct of high school teachers, producing a pedagogy that takes the protection of communities as a privileged space for intervention. The magazine Carta na Escola, in their publications between the years 2005 and 2010, used investigative material for this study. The management of collective risks and self-induced fear were the strategies examined. According to the Foucauldian Studies, it is concluded that the delivery of community teaching involves the triggering of governance practices that aim qualified intervention in high school with values of environmental sustainability and social justice, providing teaching which is politically useful and socially relevant.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El presente texto trata de los modos contempor&#225;neos de constituci&#243;n de la docencia en la escuela secundaria en Brasil. El eje de la investigaci&#243;n se centr&#243; en examinar de qu&#233; manera la seguridad -como una tecnolog&#237;a de gobierno- opera en la regulaci&#243;n de la conducta de los profesores de escuelas secundarias, produciendo una pedagog&#237;a de las protecciones que toma a las comunidades como espacio privilegiado de intervenci&#243;n. La revista Carta na Escola, en sus publicaciones desarrolladas entre los a&#241;os 2005 y 2010, fue la elegida como material de investigaci&#243;n para este estudio. Las estrategias examinadas fueron la gesti&#243;n de los riesgos colectivos y la autopropulsi&#243;n del miedo. A partir de los estudios foucaultianos se concluye que la producci&#243;n de una docencia comunitaria implica el desencadenamiento de pr&#225;cticas de gobierno de s&#237; mismo y de los otros, pr&#225;cticas estas destinadas a una intervenci&#243;n cualificada en la escuela secundaria a partir de los valores de la sostenibilidad ambiental y de la justicia social, provocando una configuraci&#243;n docente pol&#237;ticamente &#250;til y socialmente relevante.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Comunidades]]></kwd>
<kwd lng="pt"><![CDATA[Estudos Foucaultianos]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Communities]]></kwd>
<kwd lng="en"><![CDATA[Foucaultian Studies]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Escuela Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Comunidades]]></kwd>
<kwd lng="es"><![CDATA[Estudios Foucaultianos.]]></kwd>
</kwd-group>
</article-meta>
</front>
<back>
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<article-title xml:lang="en"><![CDATA[A síndrome de Titanic e os seus medos.]]></article-title>
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<article-title xml:lang="en"><![CDATA[Incertezas fabricadas.]]></article-title>
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<year></year>
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<article-title xml:lang="en"><![CDATA[Políticas de inclusão e governamentalidade.]]></article-title>
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<article-title xml:lang="en"><![CDATA[Experimentos en gobierno: analíticas gubernamentales y conocimiento estratégico del riesgo.]]></article-title>
<source><![CDATA[Revista Argentina de Sociología]]></source>
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