<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062011000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Imaginário, cultura global e violência escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Joyce Mary Adam de Paula e]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salles]]></surname>
<given-names><![CDATA[Leila Maria Ferreira]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2011</year>
</pub-date>
<volume>21</volume>
<numero>36</numero>
<fpage>45</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062011000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062011000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062011000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo discutimos a questão da violência escolar à luz do referencial teórico do Imaginário. A temática do imaginário a respeito da instituição escolar é analisada diante de algumas características da sociedade atual apontadas por diferentes autores tais como Sennett (2006), Taylor (2006) e Baumann (2005). São apresentados alguns dados da pesquisa realizada com professores de duas escolas do interior do Estado de São Paulo, dando-se destaque para o imaginário sobre a escola e as relações que se estabelecem nesse contexto. Esta pesquisa teve como metodologia de coleta de dados a realização de uma dinâmica de grupo. Concluímos chamando a atenção para a importância de os estudos sobre violência escolar buscarem elucidar os diferentes aspectos institucionais focando não somente os alunos e suas famílias, mas as interações no interior da escola. Uma análise institucional que enfoque os aspectos micro e macrosocial pode contribuir para que a escola consiga enfrentar os problemas em uma perspectiva mais realista, buscando alternativas no próprio grupo para explicitar barreiras que são interpostas pelo imaginário institucional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we reflect on the issue of school violence under the light of the theoretical framework of Imaginary. The theme imaginary with regard to the school as institution is analyzed dealing with some characteristics of the society pointed out by different authors, such as Sennett (2006), Taylor (2006), and Baumann (2005). Some of the data from the research carried out with teachers of two schools of the interior of the state of Sao Paulo are presented, highlighting the imaginary on the school and the relations established in this context. This research adopted as its methodology for data collection a group dynamics. In conclusion, we stress the importance that studies on school violence try to clarify the different institutional aspects focusing not only the students and their families, but the interactions within the school. An institutional analysis focusing the micro and macrosocial aspects may contribute in order to lead the school to begin coping with the problems in a more realistic perspective, looking for alternatives in the group itself to evidence barriers raised by the institutional imaginary.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Imaginário]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Global]]></kwd>
<kwd lng="pt"><![CDATA[Violência Escolar]]></kwd>
<kwd lng="en"><![CDATA[Imaginary]]></kwd>
<kwd lng="en"><![CDATA[Global Culture]]></kwd>
<kwd lng="en"><![CDATA[School Violence]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Imagin&aacute;rio,  cultura global e viol&ecirc;ncia escolar.</h2> <h3>Imaginary, global culture, and school violence.</h3>     <p>&nbsp;</p> <h4>Joyce  Mary Adam de Paula e Silva, Leila Maria Ferreira Salles</h4> </font>      ]]></body><back>
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