<?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>S1981-81062025000200102</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.70.s18992</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Teoria Social Cognitiva e a escola democrática: diálogos com a realidade educacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Cognitive Theory and the democratic school: discourses on the educational context]]></article-title>
<article-title xml:lang="es"><![CDATA[La Teoría Social Cognitiva y la escuela democrática: dialogos con la realidad educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Polydoro]]></surname>
<given-names><![CDATA[Soely Aparecida Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fior]]></surname>
<given-names><![CDATA[Camila Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>70</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000200102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000200102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000200102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O sistema educacional brasileiro vivencia desafios para a construção da escola democrática. Além da ampliação do acesso, é urgente que a permanência e a educação de qualidade para todas as pessoas que hoje ingressam na rede pública de ensino sejam impulsionadas. Dada a importância da Psicologia na interlocução com a realidade educacional, o objetivo do presente artigo é apresentar diálogos entre a teoria social cognitiva (TSC) e a construção da escola democrática, considerando o contexto brasileiro. Para tanto, por meio do resgate de bases teóricas da TSC, destacam-se: a) o princípio da reciprocidade triádica e das mútuas influências entre os aspectos ambientais, os quais também incluem as questões históricas, culturais e políticas, os aspectos pessoais e os comportamentais; e b) os conceitos de agência individual e coletiva que são as bases para o estabelecimento de uma educação emancipadora e para o desenvolvimento profissional de todos os agentes educativos. O artigo é finalizado com reflexões sobre as pontes a serem edificadas entre os fundamentos teóricos da teoria social cognitiva e a construção da escola inclusiva e de qualidade, com destaque para a formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Brazilian educational system deals with challenges in fostering a democratic school. Beyond expanding access, it is crucial to ensure persistence and provide quality education for all individuals who were admitted to the public educational system. In view of the significant role Psychology plays in addressing the complexities of the educational context, this article aims to explore the intersections between Social Cognitive Theory (SCT) and the development of democratic schools, in the Brazilian context. To this end, the theoretical foundations of SCT are revisited, highlighting: a) the principle of triadic reciprocity and mutual influences among environmental aspects&#8212;which also encompass historical, cultural, and political issues&#8212;intrapersonal aspects, and behavioral issues; and b) the concepts of individual and collective agency, which constitute the foundational pillars for the establishment of emancipatory education and the professional development of all educational staff. The article concludes with a discussion on the links that need to be established between the theoretical framework underlying Social Cognitive Theory and the advancement of an inclusive and high-quality educational system, with a specific emphasis on teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El sistema educacional brasileño enfrenta desafíos en la construcción de una escuela democrática. Además de ampliar el acceso, es urgente que se impulsen que la permanencia y la educación de calidad para todas las personas que hoy ingresan a la red pública de enseñanza. Dada la importancia de la Psicología en la interlocución con la realidad educacional, el objetivo del presente artículo es presentar diálogos entre la teoría social cognitiva (TSC) y la construcción de la escuela democrática, considerando el contexto brasileño. Para ello, a través del rescate de las bases teóricas de la TSC, se destacan: a) el principio de reciprocidad triádica y de las influencias mutuas entre los aspectos ambientales, los cuales también incluyen factores históricos, culturales y políticos, los aspectos personales y los aspectos conductuales; y b) los conceptos de agencia individual y colectiva que constituyen las bases para el establecimiento de una educación emancipadora y para el desarrollo profesional de todos los agentes educativos. El artículo finaliza con reflexiones sobre los puentes a construir entre los fundamentos teóricos de la teoría social cognitiva y la construcción de una escuela inclusiva y de calidad, con un énfasis en la formación de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria Social Cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia educacional]]></kwd>
<kwd lng="en"><![CDATA[Social Cognitive Theory]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Educational psychology]]></kwd>
<kwd lng="es"><![CDATA[Teoría Social Cognitiva]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Psicologia educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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