<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092020000100013</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.14687.024</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Família e escola em sociedades republicanas: saudáveis dissonâncias]]></article-title>
<article-title xml:lang="en"><![CDATA[Family and school in republican societies: healthy dissonance]]></article-title>
<article-title xml:lang="es"><![CDATA[Familia y escuela en sociedades republicanas: disonancias saludables]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schütz]]></surname>
<given-names><![CDATA[Jenerton Arlan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fensterseifer]]></surname>
<given-names><![CDATA[Paulo Evaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cossetin]]></surname>
<given-names><![CDATA[Vânia Lisa Fischer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Programa de Pós-Graduação em Educação nas Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Departamento de Humanidades e Educação Programa de Pós-Graduação em Educação nas Ciências]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Departamento de Humanidades e Educação Programa de Pós-Graduação em Educação nas Ciências]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A relação e a distinção entre os papéis formativos desempenhados pela escola e pela família não se apresentam com nitidez. Hodiernamente, a controvérsia acerca de suas especificidades tem ganhado contornos ainda mais acentuados com o movimento &#8220;Escola sem Partido&#8221; e os respectivos Projetos de Lei Nº 867/2015 e Nº 193/2016 a ele filiados. É no intuito de tematizar essa polêmica que o presente texto se situa. Inicialmente, apresentam-se as motivações e os conteúdos mobilizados tanto pelo movimento quanto por ambos os Projetos de Lei e, em segundo lugar, discutem-se a especificidade e os papéis da família e da escola na formação das novas gerações no interior de uma sociedade republicana e democrática. Com esse percurso, imagina-se demonstrar que a configuração de um mundo humano comum encontra no contexto da educação escolar a sua condição de possibilidade, não pelo descredenciamento das múltiplas expressões familiares, mas, contrariamente, como o contexto espaçotemporal no qual essa pluralidade pode ser efetivamente considerada e equacionada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The relation and distinction between the formative roles played by the school and the family are not clearly presented. Today, the controversy over its specificities has gained even more intense contours with the &#8220;School without Party&#8221; movement and the respective Bills no. 867/2015 and no. 193/2016 affiliated with it. It is in order to thematize this controversy that this text is situated. Initially, the motivations and contents mobilized by both the movement and both bills are presented, and, secondly, the specificity and roles of family and school in the formation of new generations within a republican and democratic society are discussed. With this path, it is imagined that the configuration of a common human world finds in the context of school education its condition of possibility, not by the discrediting of multiple family expressions, but, conversely, as the spatiotemporal context in which this plurality can be effectively considered and equated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La relación y la distinción entre los roles formativos desempeñados por la escuela y por la familia no se presentan con nitidez. Hoy, la controversia sobre sus especificidades ha ganado contornos aún más pronunciados con el movimiento "Escuela sin partido" y los respectivos Proyectos de Ley Nº 867/2015 e Nº 193/2016 afiliados a él. Con el intuito de tematizar esta polémica que sitúa el presente texto. Inicialmente, se presentan las motivaciones y los contenidos movilizados tanto por el movimiento como por ambos Proyectos de Ley y, en segundo lugar, se discuten la especificidad y los roles de la familia y de la escuela en la formación de nuevas generaciones en el interior de una sociedad republicana y democrática. Con este camino, se imagina demostrar que la configuración de un mundo humano común encuentra, en el contexto de la educación escolar, su condición de posibilidad, no por desacreditar las múltiples expresiones familiares, sino, por el contrario, como el contexto espacio-temporal en el que esta pluralidad puede ser efectivamente considerada y equiparada.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Republicana]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Família]]></kwd>
<kwd lng="pt"><![CDATA[Movimento Escola sem Partido]]></kwd>
<kwd lng="en"><![CDATA[Republican Education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="en"><![CDATA[Movement &#8220;School without Party&#8221;]]></kwd>
<kwd lng="es"><![CDATA[Educación Republicana]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Familia]]></kwd>
<kwd lng="es"><![CDATA[Movimiento Escuela sin Partido]]></kwd>
</kwd-group>
</article-meta>
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