<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442016000100041</article-id>
<article-id pub-id-type="doi">10.5902/1984644415470</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contradições nas políticas educacionais: garantia de aprendizagem ou manutenção da exclusão?]]></article-title>
<article-title xml:lang="en"><![CDATA[Contraditions in educational politics: is it a garantee for learning or the remaining of exclusion?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Catellane]]></surname>
<given-names><![CDATA[Luci Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zibetti]]></surname>
<given-names><![CDATA[Marli Lúcia Tonatto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[Porto Velho Rondônia]]></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>41</volume>
<numero>1</numero>
<fpage>41</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442016000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442016000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442016000100041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A partir de uma perspectiva cr&#237;tica de psicologia e educa&#231;&#227;o, a qual considera que as ra&#237;zes hist&#243;ricas dos problemas educacionais s&#227;o forjadas no bojo de uma sociedade desigual, este ensaio discute as contradi&#231;&#245;es nas pol&#237;ticas educacionais em Rond&#244;nia, que prop&#245;em melhorar a qualidade do ensino, por meio de programas de corre&#231;&#227;o de fluxo ou do encaminhamento dos estudantes para a EJA. As discuss&#245;es foram constru&#237;das a partir de diferentes estudos que permitem problematizar as situa&#231;&#245;es de inclus&#227;o/exclus&#227;o, &#224; luz das pol&#237;ticas p&#250;blicas implantadas nesse contexto, as quais indicam aus&#234;ncia de investimentos no sentido de melhorar o ensino de forma a garantir a apropria&#231;&#227;o dos conhecimentos para todos, em vez da ado&#231;&#227;o de medidas pontuais que n&#227;o enfrentam a manuten&#231;&#227;o de processos de exclus&#227;o no interior das escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[We propose to discuss the issue from the critical perspective on psychology and education, considering that historical roots of educational problems are forged in the midst of an unequal society. In this paper we discuss the contradictions in educational policies in Rondonia, which aim to improve the quality of learning/teaching through programs of students flow correction by forwarding them to EJA - Adults and Young Adult Education. The discussions were built from different studies that allowto analyzesituations of inclusion/exclusion in the light of the public policies implemented in this context. One can perceive the lack of investment to improve teaching/learning in order to ensure appropriation of knowledge to all, instead of adopting ad hoc measures that do not face the exclusion processes within schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Correção de Fluxo]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Correction Flow]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIBÂNEO]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[O dualismo perverso da escola pública: escola do conhecimento para os ricos, escola do acolhimento social para os pobres.]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year></year>
<volume>38</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>13-28</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
