<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742012000200016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escola, a metrópole e a vizinhança vulnerável]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Érnica]]></surname>
<given-names><![CDATA[Maurício]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Antônio Augusto Gomes]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A16">
<institution><![CDATA[,Cenpec  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A16">
<institution><![CDATA[,Cenpec  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A16">
<institution><![CDATA[,UFMG  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>42</volume>
<numero>146</numero>
<fpage>640</fpage>
<lpage>666</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742012000200016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742012000200016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742012000200016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta resultados de pesquisa cujo objetivo geral foi explorar a hipótese do efeito de território sobre as oportunidades educacionais. Seus objetivos específicos consistiram em apreender se e como desigualdades nos níveis de vulnerabilidade social da vizinhança da escola impactam a oferta educacional que ali se realiza e, por meio dela, o desempenho dos estudantes. A investigação conjugou procedimentos metodológicos de natureza quantitativa e qualitativa, tendo como campo uma subprefeitura da região leste do município de São Paulo. A análise dos dados mostra que, quanto maiores os níveis de vulnerabilidade social do entorno do estabelecimento de ensino, mais limitada tende a ser a qualidade das oportunidades educacionais por ele oferecidas. Mostra também que o efeito negativo do território vulnerável sobre a escola se exerce por meio de cinco mecanismos articulados: isolamento da escola no território; reduzida oferta de matrícula de educação infantil; concentração e segregação de sua população escolar em estabelecimentos de ensino nele localizados; posição de desvantagem de suas escolas no quase mercado escolar oculto; e dificuldades, dada essa posição de desvantagem, de apresentarem as condições necessárias para garantir o funcionamento do modelo institucional que orienta a organização escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper presents the results of a study aimed at exploring the neighborhood effect hypothesis, grasping if and how inequalities in the level of social vulnerability of school’s neighborhoods impact both the education offered by school and student’s performance. To do this, quantitative and qualitative research procedures were employed to collect data in the outskirts of the city of São Paulo. The results of the analysis showed that the higher the level of social vulnerability in the school’s neighborhood, more limited was the quality of the educational opportunities created by the school. Results also demonstrated that the negative effect of the vulnerable territory on the school happens through five articulated mechanisms: the school’s isolation within the territory; the low rates of preschool enrollments; the segregation of its intellectual population in the teaching establishments located therein; the disadvantageous position occupied by schools localized in neighborhoods with high social vulnerability in the hidden educational quasi-market; and the school’s difficulties, given its unfavorable position, to offer the conditions needed to secure the institutional model of operation that guides school organization.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metrópole]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Educational Inequities]]></kwd>
<kwd lng="en"><![CDATA[Social Disadvantages]]></kwd>
<kwd lng="en"><![CDATA[Metropolis’ Schools]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A escola, a metr&oacute;pole e a vizinhan&ccedil;a vulner&aacute;vel.</h2> <h3>The school, the metropolis,  and the vulnerable neighborhood.</h3>     <p>&nbsp;</p> <h4>Maur&iacute;cio &Eacute;rnica, Ant&ocirc;nio Augusto Gomes Batista    <br> </h4> </font>      ]]></body><back>
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