<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312015000100219</article-id>
<article-id pub-id-type="doi">10.2015/lcv21n44.013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os significados do não aprender na sala de apoio à aprendizagem: resiliência em processo]]></article-title>
<article-title xml:lang="en"><![CDATA[The imports of not learning in the learning support room: resilience in process]]></article-title>
<article-title xml:lang="es"><![CDATA[El significado desde el no aprender en la sala de apoyo hacia el aprendizaje: resiliencia en proceso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazoni]]></surname>
<given-names><![CDATA[Jane Ester da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Francismara Neves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>44</numero>
<fpage>219</fpage>
<lpage>245</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312015000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312015000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312015000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A abordagem bioecol&#243;gica de Bronfenbrenner foi adotada como aporte te&#243;ricometodol&#243;gico neste trabalho, que objetivou analisar poss&#237;veis inter-rela&#231;&#245;es entre dois microssistemas - fam&#237;lia e escola -, no que diz respeito ao modo como &#233; compreendido o n&#227;o aprender na sala de apoio &#224; aprendizagem (SAA). A pesquisa teve como l&#243;cus uma escola da rede estadual de ensino da cidade de Londrina/PR. Participaram do estudo 36 sujeitos, assim distribu&#237;dos: treze alunos, treze representantes das fam&#237;lias (um de cada fam&#237;lia), tr&#234;s pedagogas, duas professoras da sala de apoio e cinco professores da sala regular. Adotamos como abordagem a pesquisa qualitativa, de cunho descritivo, na modalidade de estudo de caso. Como instrumento para a coleta de dados, utilizamos a observa&#231;&#227;o sistem&#225;tica (doze encontros realizados uma vez por semana, durante tr&#234;s meses) e entrevista aos participantes, na modalidade semiestruturada. O estudo envolveu a an&#225;lise dos microssistemas escolar e familiar, destacando as poss&#237;veis intersec&#231;&#245;es entre eles na significa&#231;&#227;o do n&#227;o aprender, e levou em conta que as significa&#231;&#245;es est&#227;o permeadas por mecanismos de risco e prote&#231;&#227;o. Nossos resultados indicaram a import&#226;ncia de dar voz aos protagonistas dos microssistemas nos quais a sala de apoio est&#225; ancorada, a fim de compreender como o processo de aprendizagem desses alunos &#233; permeado por intera&#231;&#245;es que promovem significados &#224;s experi&#234;ncias. Os dados nos convidam a reconhecer que o n&#227;o aprender constitui risco diante do qual os fatores protetivos-resili&#234;ncia podem se manifestar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The Bronfenbrenner bioecological approach was adopted as a theoretical-methodological contribution in this study, the aim of which is to analyze possible interrelationships between two microsystems - family and school, concerning how not learning is understood in the Learning Support Room (LSR). The locus of this research is a public school in Londrina, Parana, Brazil. The study included 36 subjects, thus distributed: thirteen students, thirteen representatives of families (one from each family), three educators, two teachers from the learning support room, and five from the regular classroom. We adopted a qualitative research approach, descriptive in nature, in the case study modality. As a data collection tool, we utilized systematic observation: (twelve meetings held once a week for three months) and semi-structured interviews of participants. The study involved analysis of the school and family microsystems, highlighting possible intersections between them in the signification of not learning, considering that, imports are permeated by risk and protection mechanisms. Our results indicated the importance of giving voice to the protagonists of the microsystems on which the learning support room is anchored, in order to understand how the learning process of these students is permeated by interactions that promote meanings of life experiences. The data invite us to recognize that not learning constitutes a risk in face of which protective factors and resilience can be manifested.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El abordaje bioecol&#243;gica de Bronfenbrenner fue adoptado como aporte te&#243;rico metodol&#243;gico en este trabajo cuyo objetivo fue analizar interrelaciones posibles entre dos microsistemas - familia y escuela, en lo que se refiere al modo como es comprendido el no aprender en el Aula de Apoyo al Aprendizaje (SAA por sus siglas en portugu&#233;s). La investigaci&#243;n tuvo como l&#243;cus una escuela de la red estatal de ense&#241;anza de la ciudad de Londrina, Paran&#225;. Participaron del estudio 36 sujetos, distribuidos a saber: trece alumnos, trece representantes de las fam&#237;lias (uno de cada familia), tres pedagogas, dos profesoras del aula de apoyo y cinco profesores del aula regular. Adoptamos como abordaje una investigaci&#243;n cualitativa, de cu&#241;o descriptivo en la modalidad de estudio de caso. Como instrumento para la recolecci&#243;n de datos, utilizamos la observaci&#243;n sistem&#225;tica (doce encuentros realizados una vez por semana, durante tr&#234;s meses) y entrevista a los participantes, en la modalidad semiestructurada. El estudio envolvi&#243; el an&#225;lisis de los microsistemas escolar y familiar; destacando las posibles intersecciones entre ellos en el significado de no aprender y tom&#243; en cuenta que los significados est&#225;n permeabilizados por mecanismos de riesgo y protecci&#243;n. Nuestros resultados indicaron la importancia de dar voz a los protagonistas de los microsistemas en los cuales la sala de apoyo est&#225; basada, af&#237;n de comprender como el proceso de aprendizaje de esos alumnos est&#225; permeabilizado por interacciones que promueven significados a las experiencias. Los datos nos invitan a reconocer que el no aprender constituye un riesgo delante del cual los factores protectores-resilencia se pueden manifestar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Resiliência]]></kwd>
<kwd lng="pt"><![CDATA[Não Aprender]]></kwd>
<kwd lng="pt"><![CDATA[Risco]]></kwd>
<kwd lng="pt"><![CDATA[Proteção]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Bioecológica.]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Resilience]]></kwd>
<kwd lng="en"><![CDATA[Not Learning]]></kwd>
<kwd lng="en"><![CDATA[Meaning]]></kwd>
<kwd lng="en"><![CDATA[Bioecological Theory.]]></kwd>
<kwd lng="es"><![CDATA[Resiliencia]]></kwd>
<kwd lng="es"><![CDATA[No Aprender]]></kwd>
<kwd lng="es"><![CDATA[Riesgos]]></kwd>
<kwd lng="es"><![CDATA[Protección]]></kwd>
<kwd lng="es"><![CDATA[Teoría Bioecológica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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