<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000501191</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201508144842</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de letramento, antropologia linguística e desigualdade social: casos etnográficos e compromissos teóricos]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy practices, linguistic anthropology and social inequality: ethnographic cases and theoretical engagements]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Collins]]></surname>
<given-names><![CDATA[James]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University at Albany  ]]></institution>
<addr-line><![CDATA[Albany NY]]></addr-line>
<country>EUA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>spe</numero>
<fpage>1191</fpage>
<lpage>1211</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000501191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000501191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000501191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoEste artigo discute meus esfor&#231;os durante v&#225;rias d&#233;cadas de pesquisa para compreender a intera&#231;&#227;o entre letramento escolarizado, diversidade lingu&#237;stica e desigualdade social. Inspira-se em tradi&#231;&#245;es semi&#243;ticas e marxistas para investigar a diversidade lingu&#237;stica e a desigualdade social em contextos europeus e norte-americanos contempor&#226;neos. Enfocando especialmente as pr&#225;ticas de racializa&#231;&#227;o e a din&#226;mica das aulas, os argumentos apresentam estudos iniciais sobre l&#237;nguas de minorias e escolaridade que contribuem para e contextualizam um estudo recente sobre a pol&#237;tica federal de educa&#231;&#227;o, experi&#234;ncias de escolariza&#231;&#227;o de imigrantes e hierarquia lingu&#237;stica. Esse estudo baseia-se em pesquisa sociolingu&#237;stica e etnogr&#225;fica com fam&#237;lias e comunidades migrantes multil&#237;ngues e comunidades no norte do estado de Nova Iorque, com foco espec&#237;fico na experi&#234;ncia de crian&#231;as com repert&#243;rios multil&#237;ngues e pol&#237;ticas lingu&#237;sticas monol&#237;ngues na escolariza&#231;&#227;o (COLLINS, 2012). Examinando a pol&#237;tica e os debates federais sobre educa&#231;&#227;o e comparando os processos de intera&#231;&#227;o em sala de aula, que envolvem diferentes grupos etnolingu&#237;sticos, identifico dois &#8220;efeitos de Estado&#8221; (TROUILLOT, 2001), conforme eles operam em diferentes locais institucionais. Defendo que tais efeitos s&#227;o maneiras como os Estados contempor&#226;neos tentam regular aulas globalizadas e din&#226;micas raciais. Ao moldar sujeitos educacionais cujas caracter&#237;sticas sociais e lingu&#237;sticas &#8211; e especialmente as suas caracter&#237;sticas de classe &#8211; s&#227;o obscurecidas e empregadas em categoriza&#231;&#245;es relacionadas &#224; escola e em processos de comunica&#231;&#227;o centrados na escola, tais efeitos contribuem para a reprodu&#231;&#227;o hegem&#244;nica das desigualdades sociais, lingu&#237;sticas e educacionais (HYMES, 1996; MENKEN, 2008).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[AbstractThis paper discusses my efforts during several decades of research to understand the interaction of schooled literacy, language diversity, and social inequality. It draws on semiotic and Marxian traditions to investigate language diversity and social inequality in contemporary European and North American settings. Focusing especially on racialization practices and class dynamics, the arguments present early studies of minority language and schooling, which build toward and frame a recent study of federal education policy and immigrant experiences of schooling and language hierarchy. That study draws from sociolinguistic and ethnographic research among multilingual migrant families and communities in upstate New York, with particular focus on children&#8217;s experience with multilingual repertoires and monolingual language polices in schooling (COLLINS, 2012). Examining federal education policy and debates and comparing classroom interaction processes involving different ethnolinguistic groups, I identify two &#8220;state effects&#8221; (TROUILLOT, 2001) as they operate across different institutional sites. I argue that such effects are ways in which contemporary states attempt to regulate globalized class and racial dynamics. By shaping educational subjects whose social and linguistic characteristics, and especially their class characteristics, are both obscured and employed in school-related categorizations and school-based communicative processes, such effects contribute to the hegemonic reproduction of social, linguistic and educational inequalities (HYMES, 1996; MENKEN, 2008).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Etnografia]]></kwd>
<kwd lng="pt"><![CDATA[Hegemonia]]></kwd>
<kwd lng="pt"><![CDATA[Indicialidade]]></kwd>
<kwd lng="pt"><![CDATA[Letramento]]></kwd>
<kwd lng="pt"><![CDATA[Migração]]></kwd>
<kwd lng="pt"><![CDATA[Multilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[Efeitos de Estado]]></kwd>
<kwd lng="en"><![CDATA[Ethnography]]></kwd>
<kwd lng="en"><![CDATA[Hegemony]]></kwd>
<kwd lng="en"><![CDATA[Indexicality]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Migration]]></kwd>
<kwd lng="en"><![CDATA[Multilingualism]]></kwd>
<kwd lng="en"><![CDATA[State effects]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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