<?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>S1981-81062023000100408</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17302</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escola como espaço de emancipação dos indivíduos e suas coletividades: conversações em Marx e Gramsci]]></article-title>
<article-title xml:lang="en"><![CDATA[The school as a space for the emancipation of individuals and their communities: conversations in Marx and Gramsci]]></article-title>
<article-title xml:lang="es"><![CDATA[La escuela como espacio de emancipación de los individuos y sus comunidades: conversaciones en Marx y Gramsci]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Francis Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Joaquim Péricles Mazzon do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Jozelito Manoel de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Jacobina Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>33</volume>
<numero>66</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062023000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062023000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062023000100408&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Trata-se de um trabalho de cunho teórico que coloca a questão da escola como espaço de emancipação dos indivíduos e suas coletividades. O texto encontra-se estruturado em dois momentos: no primeiro, explora o conceito de trabalho estranhado (Marx, 2008) e, a partir dele, a noção de estranhamento político; em seguida, destaca os conceitos de educação omnilateral (Marx, 2008) e de escola unitária (Gramsci, 1999, 2000) a propósito do papel da escola na superação do estranhamento político e na promoção da emancipação individual e coletiva. As conversações teóricas realizadas no texto consideram que o indivíduo formado pelo trabalho estranhado se encontra reduzido ao âmbito das relações de produção capitalistas e, por consequência, cada vez menos comunitário; que os processos políticos e educativos não se constituem autônomos em relação à dinâmica que se manifesta na base material de produção social da vida, motivo pelo qual as condições de superação do estranhamento político não passam por outro caminho senão aquele que se torna possível no chão da escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is a theoretical work that raises the question of the school as a space for emancipation for individuals and their communities.The text is structured in two parts: firstly, it explores the concept of alienated labor (Marx, 2008), and from there, the notion of political alienation; then, it highlights the concepts of all-around education (Marx, 2008) and unitary school (Gramsci, 1999, 2000) concerning the role of the school in overcoming political alienation and promoting individual and collective emancipation. The theoretical discussions in the text consider that the individual shaped by alienated labor is increasingly confined to the realm of capitalist production relations and, consequently, becomes less communal. It also acknowledges that political and educational processes are not autonomous from the dynamics that manifest in the material base of social life production. Hence, the conditions for overcoming political alienation can only be realized within the context of the school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este es un trabajo teórico que plantea la cuestión de la escuela como un espacio de emancipación de los individuos y sus comunidades. El texto está estructurado en dos partes: en primer lugar, explora el concepto de trabajo enajenado (Marx, 2008) y, a partir de ahí, la noción de enajenación política; a continuación, destaca los conceptos de educación multilateral (Marx, 2008) y escuela unitaria (Gramsci, 1999, 2000) en relación con el papel de la escuela en la superación de la enajenación política y la promoción en la emancipación individual y colectiva. Las discusiones teóricas en el texto consideran que el individuo moldeado por el trabajo enajenado se encuentra reducido al ámbito de las relaciones de producción capitalistas y, en consecuencia, cada vez menos comunitario; que los procesos políticos y educativos no son autónomos en cuanto a la dinámica que se manifiesta en la base material de la producción social de la vida, razón por la cual las condiciones para superar la enajenación política no son otras que las que se hacen posibles en la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Estranhamento]]></kwd>
<kwd lng="pt"><![CDATA[Educação Omnilateral]]></kwd>
<kwd lng="pt"><![CDATA[Escola Unitária]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="en"><![CDATA[Labor]]></kwd>
<kwd lng="en"><![CDATA[Alienation]]></kwd>
<kwd lng="en"><![CDATA[All-around Education]]></kwd>
<kwd lng="en"><![CDATA[Unitary School]]></kwd>
<kwd lng="en"><![CDATA[Emancipation]]></kwd>
<kwd lng="es"><![CDATA[Trabajo]]></kwd>
<kwd lng="es"><![CDATA[Enajenación]]></kwd>
<kwd lng="es"><![CDATA[Educación multilateral]]></kwd>
<kwd lng="es"><![CDATA[Escuela Unitaria]]></kwd>
<kwd lng="es"><![CDATA[Emancipación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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