<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922015000300614</article-id>
<article-id pub-id-type="doi">10.20396/etd.v17i3.8638257</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A relação entre educação e pobreza: a ascensão dos territórios educativos vulneráveis]]></article-title>
<article-title xml:lang="en"><![CDATA[The relationship between education and poverty: the rise of vulnerable educational territories]]></article-title>
<article-title xml:lang="es"><![CDATA[La relación entre la educación y la pobreza: la subida de los territorios educativos vulnerables]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Dalila Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saraiva]]></surname>
<given-names><![CDATA[Ana Maria Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</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>17</volume>
<numero>3</numero>
<fpage>614</fpage>
<lpage>632</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922015000300614&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922015000300614&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922015000300614&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste artigo &#233; analisar o contexto de emerg&#234;ncia dos territ&#243;rios educativos e das escolas vulner&#225;veis como locus da pol&#237;tica educativa voltada para aqueles que se encontram em situa&#231;&#227;o de pobreza e vulnerabilidade social. Essa no&#231;&#227;o de territ&#243;rio surge como um eixo orientador das pol&#237;ticas sociais a partir dos anos 2000, como uma continuidade do processo de focaliza&#231;&#227;o e racionaliza&#231;&#227;o do gasto social iniciado com as reformas da d&#233;cada de 1990 e de reconhecimento da multidimensionalidade da pobreza. A an&#225;lise se circunscreve ao estado de Minas Gerais que, no in&#237;cio da d&#233;cada de 2000, incorporou a no&#231;&#227;o de territ&#243;rio na formula&#231;&#227;o das pol&#237;ticas educacionais, dando in&#237;cio a um processo de diferencia&#231;&#227;o escolar, que tem resultado em estratifica&#231;&#227;o da rede de ensino entre as escolas de refer&#234;ncia e as escolas vulner&#225;veis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this article is to analyze the emergence of educational territories and vulnerable schools as a locus of educational policy geared towards those who are in poverty and social vulnerability. This notion of territory appears as a guiding axis of social policies from the 2000s, being a continuation of the process of focusing and streamlining social spending which was started with the reforms of the 1990s and also of the recognition of the multidimensionality of poverty. The analysis is limited to the state of Minas Gerais, which in the early 2000s, incorporated the notion of territory in the formulation of education policy, initiating a process of school differentiation, which has resulted in stratification of the school system between reference schools and vulnerable schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El prop&#243;sito de este art&#237;culo es analizar el contexto de la emergencia de los territorios educativos y escuelas vulnerables como locus de la pol&#237;tica educativa orientada a los que est&#225;n en situaci&#243;n de pobreza y vulnerabilidad social. Esta noci&#243;n de territorio aparece como un eje rector de las pol&#237;ticas sociales de la d&#233;cada de 2000, como un proceso continuo de enfoque y la racionalizaci&#243;n del gasto social se inici&#243; con las reformas de la d&#233;cada de 1990 y el reconocimiento de la multidimensionalidad de la pobreza. El an&#225;lisis se limita al estado de Minas Gerais, que en la d&#233;cada de 2000, incorpor&#243; la noci&#243;n de territorio resultado en la estratificaci&#243;n del sistema escolar entre las escuelas Referencia y escuelas vulnerables.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Território]]></kwd>
<kwd lng="pt"><![CDATA[Vulnerabilidade Social]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Territories]]></kwd>
<kwd lng="en"><![CDATA[Vulnerability]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Territorio]]></kwd>
<kwd lng="es"><![CDATA[Vulnerabilidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
