<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2016000100103</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.16.047.DS05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Justiça escolar em um contexto de contradições: as representações de estudantes de licenciatura]]></article-title>
<article-title xml:lang="en"><![CDATA[School justice in a context of contradictions: the representations of undergraduate students]]></article-title>
<article-title xml:lang="es"><![CDATA[La justicia escolar en un contexto de contradicciones: las representaciones de estudiantes de licenciatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ens]]></surname>
<given-names><![CDATA[Romilda Teodora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eyng]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gisi]]></surname>
<given-names><![CDATA[Maria Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>47</numero>
<fpage>103</fpage>
<lpage>123</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo analisa as representa&#231;&#245;es sociais de estudantes de licenciaturas sobre a efetividade da justi&#231;a social na escola de educa&#231;&#227;o b&#225;sica. O tema &#233; complexo e estudado num contexto caracterizado pelas tens&#245;es entre a inclus&#227;o da diversidade por um lado e a exclus&#227;o, por outro lado, produzida na extrema valoriza&#231;&#227;o dos &#237;ndices avaliativos, previstos nas pol&#237;ticas educacionais. A forma&#231;&#227;o e o trabalho de professores necessariamente requerem an&#225;lises sobre a tem&#225;tica, motivo pelo qual se buscou obter as representa&#231;&#245;es de estudantes de cursos de licenciatura sobre justi&#231;a e justi&#231;a na escola. Aspectos esses que foram sendo delineados por meio de pesquisa de abordagem qualitativa, com o uso da t&#233;cnica Delphi. Dos dados sistematizados, emergiram as categorias que s&#227;o analisadas com o aporte te&#243;rico das representa&#231;&#245;es sociais, Dessa forma a justi&#231;a e a injusti&#231;a se tornam for&#231;as antag&#244;nicas e em contradi&#231;&#227;o no corpo das pol&#237;ticas educacionais que podem inviabilizar a efetiva&#231;&#227;o da justi&#231;a social na educa&#231;&#227;o b&#225;sica. Tais contradi&#231;&#245;es s&#227;o percept&#237;veis nas representa&#231;&#245;es de professores em forma&#231;&#227;o, indicando a necessidade de efetiva&#231;&#227;o de estrat&#233;gias de redistribui&#231;&#227;o e de reconhecimento nas pol&#237;ticas e pr&#225;ticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper analyzes the social representations of undergraduate students on the effectiveness of social justice in the primary education school. The subject is complex and studied in a context characterized by tensions between the inclusion of diversity on the one hand and exclusion, on the other hand, produced in the extreme value of the evaluation indexes provided by educational policies. These aspects have been outlined through qualitative research using the Delphi technique. Of systematic data emerged the categories that are analyzed with the theoretical framework of social representations. Thus, justice and injustice become antagonistic forces and contradiction in the body of educational policies that may hinder the effectuation of social justice in basic education. Such contradictions are noticeable in training teachers' representations, indicating the need for effective distribution strategies and recognition in educational policies and practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo analiza las representaciones sociales de los estudiantes universitarios sobre la eficacia de la justicia social en el sistema de educaci&#243;n b&#225;sica. El tema es complejo y estudiado en un contexto caracterizado por las tensiones entre la inclusi&#243;n de la diversidad por un lado y la exclusi&#243;n, por otro lado, producida en el valor extremo de los &#237;ndices de evaluaci&#243;n previstos por las pol&#237;ticas educativas. Aspectos que han sido descritos mediante la investigaci&#243;n cualitativa utilizando la t&#233;cnica Delphi. De datos sistem&#225;ticos surgieron las categorias que son analizadas con el marco te&#243;rico de las representaciones sociales. As&#237;, la justicia y la injusticia se convierten en fuerzas antag&#243;nicas y contradicci&#243;n en el cuerpo de las pol&#237;ticas educativas que pueden dificultar la realizaci&#243;n de la justicia social en la educaci&#243;n b&#225;sica. Tales contradicciones son evidentes en las representaciones de profesores en formaci&#243;n, lo que indica la necesidad de estrategias eficaces de distribuci&#243;n y del reconocimiento en las pol&#237;ticas y las pr&#225;cticas educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Justiça na Escola]]></kwd>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Teacher's Education]]></kwd>
<kwd lng="en"><![CDATA[Justice in School]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="es"><![CDATA[Políticas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Justicia en la Escuela]]></kwd>
<kwd lng="es"><![CDATA[Representaciones Sociales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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