<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100401</article-id>
<article-id pub-id-type="doi">10.1590/0102-469825112</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO E PANDEMIA: OUTRAS OU REFINADAS FORMAS DE EXCLUSÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION AND PANDEMIC: OTHER OR REFINED FORMS OF EXCLUSION?]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN Y PANDEMIA: ¿OTRAS O REFINADAS FORMAS DE EXCLUSIÓN?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ASSIS]]></surname>
<given-names><![CDATA[ANA ELISA SPAOLONZI QUEIROZ]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Direito do Sul de Minas  ]]></institution>
<addr-line><![CDATA[Pouso Alegre MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo do artigo é problematizar discursos proferidos por professores e estudantes no âmbito dos órgãos de gestão democrática educacionais públicos, enfatizando aspectos excludentes que tendem a destacar perspectivas de inovação, proatividade e/ou sucesso. Recorre-se à argumentação conceitual, de forma a explorar as categorias analíticas que emergiram desse processo especulativo, quais sejam: necessidade, tranquilidade e facilidade. A categoria discursiva de &#8220;necessidade&#8221; é sustentada tanto a partir de discursos individualistas, como &#8220;preciso me formar&#8221;, quanto coletivistas: &#8220;importante fazer o que for possível&#8221;. Já a categoria de &#8220;tranquilidade&#8221; vem acompanhada de um discurso que pressupõe familiaridade com as ferramentas e o modelo remoto: &#8220;é intuitivo&#8221;; &#8220;é só usar&#8221;; &#8220;sempre existiu a plataforma, todos deveriam usar e saber usar&#8221;. E, por fim, a categoria da &#8220;facilidade&#8221; se pauta na generalização sem conhecimento de causa, traduzida em frases como: &#8220;mas todo mundo tem um celular hoje em dia&#8221;. Conclui-se questionando a validade dos argumentos ao exasperarem fatores de exclusão em lugar de mitigá-los.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The aim of the article is to problematize speeches made by teachers and students within the scope of public educational democratic management bodies, emphasizing exclusionary aspects that tend to highlight perspectives of innovation, proactivity, and / or success. We use conceptual argumentation to explore the analytical categories that emerged from this speculative process, namely: necessity, tranquility, and ease. The discursive category of"necessity, is sustained both from individualist speeches, as "I need to graduate", and collectivists: "important to do what is possible". The &#8220;tranquility&#8221; category, on the other hand, comes with a speech that assumes familiarity with the tools and the remote model: &#8220;it's intuitive&#8221;, &#8220;just use it&#8221;, &#8220;the platform has always existed, everyone should use it and know how to use it.&#8221;. Finally, the &#8220;ease&#8221; category, based on generalization with no fact-base, translated into phrases such as: &#8220;but everyone has a cell phone nowadays&#8221;. It concludes by questioning the validity of these arguments by exasperating exclusion factors instead of mitigating them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El objetivo del artículo es problematizar los discursos pronunciados por docentes y estudiantes en el ámbito de los órganos de gestión democrática de la educación pública, enfatizando aspectos excluyentes que tienden a resaltar perspectivas de innovación, proactividad y / o éxito. Se utilizan argumentos conceptuales para explorar las categorías analíticas que surgieron de este proceso especulativo, a saber: necesidad, tranquilidad y facilidad. La categoría discursiva de "necesidad", se sostiene tanto en discursos individualistas, como "necesito graduarme", como colectivistas: "importante hacer lo que sea posible". La categoría &#8220;tranquilidad&#8221;, en cambio, viene con un discurso que asume la familiaridad con las herramientas y el modelo remoto: &#8220;es intuitivo&#8221;, &#8220;solo úsala&#8221;, &#8220;la plataforma siempre ha existido, todos deben usarla y saber usarla&#8221;. Y finalmente, la categoría de "facilidad", que se basa en la generalización sin conocer la causa, traducida en frases como: "pero hoy día todo el mundo tiene celular". Se concluye cuestionando la validez de los argumentos exasperando los factores de exclusión en lugar de mitigarlos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[direitos fundamentais]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[exclusão]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Fundamental rights]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Exclusion]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Derechos fundamentales]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[Exclusión]]></kwd>
</kwd-group>
</article-meta>
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