<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102009000300009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os limites da democracia: quando a política (des)educa e a educação (des)politiza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baquero]]></surname>
<given-names><![CDATA[Marcello]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baquero]]></surname>
<given-names><![CDATA[Rute Vivian Ângelo]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<volume>13</volume>
<numero>03</numero>
<fpage>255</fpage>
<lpage>263</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102009000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102009000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102009000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O papel do cidadão na arena política da América Latina é um dos temas que mais atenção tem recebido nos últimos anos. No entanto, o resultado dessas reflexões tem sido inversamente proporcional à real eficácia política das pessoas. Neste contexto, este artigo tem por objetivo examinar os dilemas da democracia contemporânea na América Latina, a partir de uma reflexão de natureza interdisciplinar que problematiza as relações entre educação e política e o papel que as mesmas assumem na equação da construção democrática nesta Região. A reflexão se apóia em autores da área da cultura política e da vertente crítica em educação. O artigo destaca a assimetria entre a democracia formal procedimental e a democracia na sua dimensão social e propõe o conceito de democracia inercial como uma alternativa para a compreensão do paradoxo democrático desta Região. Neste contexto, sinaliza para a importância de uma educação emancipatória como instrumento de fortalecimento democrático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The role of the citizen in the political arena in Latin America is one of the topics that more attention has received in the last years. However, the results of these analyses have been inversely proportional to the real political efficacy of the citizens. Under those circumstances the main objective of this paper is to examine the dilemmas of contemporary democracy in Latin America based upon a reflection of interdisciplinary nature that questions the relationship between education and politics and their role in the democratic construction process of this Region. The analysis is supported by authors of political culture and the critical approach in education. The article emphasizes the asymmetry between formal representative democracy and democracy in a social dimension and proposes the concept of inertial democracy as an alternative to understand the democratic paradox of this Region. It signals, therefore, to the significance of an emancipatory education as an instrument of democratic strengthening.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Os  limites da democracia: quando a pol&iacute;tica (des)educa e a educa&ccedil;&atilde;o (des)politiza.</h2> <h3>The limits of democracy: when politics (des)educates and  education (des)politicizes.</h3>     <p>&nbsp;</p> <h4>Marcello  Baquero, Rute Vivian &Acirc;ngelo Baquero</h4> </font>      ]]></body><back>
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</article>
