<?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>S0100-15742022000100407</article-id>
<article-id pub-id-type="doi">10.1590/198053148438</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCOLAS RESILIENTES: INDICADORES A PARTIR DE LITERATURA E DE PROJETOS DE ESCOLAS DE FRONTEIRA]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELAS RESILIENTES: INDICADORES DE LA LITERATURA Y DE PROYECTOS DE ESCUELAS DE FRONTERA]]></article-title>
<article-title xml:lang="fr"><![CDATA[ÉCOLES RÉSILIENTES: INDICATEURS ISSUS DE LA LITTÉRATURE ET DE PROJETS ÉDUCATIFS D&#8217;ÉCOLES FRONTALIÈRES]]></article-title>
<article-title xml:lang="en"><![CDATA[RESILIENT SCHOOLS: INDICATORS FROM LITERATURE AND BORDER SCHOOLS&#8217; PROJECTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Ana Milheiro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Sofia Marques da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>52</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742022000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742022000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742022000100407&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo pretende refinar o conceito de escolas resilientes. Baseia-se em uma análise documental e de conteúdo de 116 artigos e 38 projetos educativos de escolas situadas em regiões de fronteira portuguesas. A atenção dada a essas escolas permite realçar a importância de fatores contextuais, reforçando a pertinência de se pensarem os desafios das escolas periféricas em nível global. Os resultados da análise dos artigos indicaram a prevalência de uma abordagem individualista sobre resiliência. Os resultados dos projetos educativos das escolas das regiões fronteiriças destacaram especificidades locais, sugerindo a relevância de uma abordagem ecológica para conceptualizar escolas resilientes. Esse conceito contribui para uma compreensão situada de uma combinação de fatores que podem promover a melhoria da organização e da dinâmica das escolas, particularmente em contextos desafiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene como objetivo refinar el concepto de escuelas resilientes. Se basa en un análisis documental y de contenido de 116 artículos y 38 proyectos educativos de escuelas ubicadas en regiones fronterizas portuguesas. La atención prestada a estas escuelas permite resaltar la importancia de los factores contextuales, reforzando la pertinencia de pensar los desafíos de las escuelas periféricas a nivel global. Los resultados del análisis de los artículos indicaron la prevalencia de un enfoque individualista de la resiliencia. Los resultados de los proyectos educativos de escuelas en regiones fronterizas destacaron especificidades locales, sugiriendo la relevancia de un enfoque ecológico para conceptualizar escuelas resilientes. Este concepto contribuye a una comprensión situada de una combinación de factores que pueden promover la mejora de la organización y la dinámica de las escuelas, particularmente en contextos desafiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude vise à affiner le concept d&#8217;écoles résilientes. Elle s&#8217;appuie sur une analyse documentaire et de contenu de 116 articles et de 38 projets éducatifs d&#8217;écoles situées aux frontières du Portugal. L&#8217;attention accordée à ces écoles permet de souligner l&#8217;importance de facteurs contextuels et donc de renforcer la pertinence d&#8217;une réflexion sur les défis des écoles &#8220;périphériques&#8221; à l&#8217;échelle globale. Les résultats de l&#8217;analyse des articles ont indiqué la prévalence d&#8217;une approche individualiste de la résilience. Au contraire, les résultats des projets éducatifs des écoles des régions frontalières ont pu mettre en évidence les spécificités locales, suggérant la pertinence d&#8217;une approche écologique qui permet de mieux conceptualiser les écoles résilientes. Ce concept contribue à une compréhension située d&#8217;une combinaison des facteurs qui peuvent promouvoir l&#8217;amélioration de l&#8217;organisation et de la dynamique des écoles, surtout dans des contextes difficiles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study aims to refine the concept of resilient schools. It is based on a document and content analysis of 116 articles and 38 internal documents from Portuguese border schools. The focus on these schools brings attention to contextual factors, being useful to think on challenges of peripheral schools worldwide. Articles&#8217; findings indicated the prevalence of an individualistic approach to resilience. Results of educational projects of border region schools highlighted local specificities, suggesting the relevance of an ecological approach to conceptualize resilient schools. This concept contributes to a situated understanding of a combination of factors that may improve schools&#8217; organisation and dynamics particularly in challenging settings.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[QUALIDADE DA EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[MUDANÇA EM EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[RESILIÊNCIA]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[CALIDAD DE LA EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[CAMBIO EN LA EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[RESILIENCIA]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[QUALITÉ]]></kwd>
<kwd lng="fr"><![CDATA[DE L&#8217;ÉDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[CHANGEMENT DANS L&#8217;ÉDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[RÉSILIENCE]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[QUALITY OF EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[CHANGE IN EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[RESILIENCE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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