<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352014000100165</article-id>
<article-id pub-id-type="doi">10.5238/2015v48i340008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aspectos sociocognitivos do fracasso escolar]]></article-title>
<article-title xml:lang=""><![CDATA[Sociocognitive aspects of scholar failure]]></article-title>
<article-title xml:lang="es"><![CDATA[Aspectos sociocognitivos del fracaso escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voss]]></surname>
<given-names><![CDATA[Rita Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>48</volume>
<numero>34</numero>
<fpage>165</fpage>
<lpage>189</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352014000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352014000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352014000100165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As estat&#237;sticas governamentais sobre o ensino b&#225;sico correlacionam origem social e fraco desempenho escolar. Quatro concep&#231;&#245;es marcam as pesquisas sobre o tema, que s&#227;o insuficientes para compreend&#234;-lo em sua complexidade: "concep&#231;&#227;o social", "concep&#231;&#227;o psicol&#243;gica", "concep&#231;&#227;o microestrutural" e "concep&#231;&#227;o pedag&#243;gica". Numa perspectiva interdisciplinar, os bens simb&#243;licos medeiam processos cognitivos e meio social. Mas a sociedade transforma esse acesso em habilidade de se fazer abstra&#231;&#245;es. Para as crian&#231;as das classes populares, esse processo se d&#225;, sobretudo, na escola, que obstrui o fluxo livre desses bens, tornando-se o l&#243;cus de "sonega&#231;&#227;o de saberes" e principal promotora de desigualdades sociais no Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The government's statistics on basic education correlation social origin and poor school performance. Four conceptions determine the research on the subject, which is not enough to understand it in its complexity: "social conception", "psychological conception", "microstructural conception" and "instructional conception". In the interdisciplinary perspective, the symbolic goods mediate the cognitive processes and social environment. However, the society transforms such access in ability to make abstractions. For the children from the popular classes, this process takes place mainly in the school that obstructs the free flow of the symbolic goods, becoming the locus of "evasion of knowledge" and the main promoter of social inequalities in Brazil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Las estad&#237;sticas del gobierno en materia de educaci&#243;n b&#225;sica correlacionan origen social y bajo rendimiento escolar. Cuatro concepciones marcan la investigaci&#243;n sobre el tema, que no son suficientes para entenderlo en su complejidad: " concepci&#243;n social", "concepci&#243;n psicol&#243;gica", " concepci&#243;n microestructural " y " concepci&#243;n de instrucci&#243;n". En una perspectiva interdisciplinaria, los bienes simb&#243;licos median los procesos cognitivos y el medio social. Pero, la sociedad convierte ese acceso en capacidad de hacer abstracciones. Para los ni&#241;os de las clases populares este processo ocurre, principalmente, en la escuela, que obstruye el libre flujo de estos bienes, convirti&#233;ndose en el lugar de "retenci&#243;n de saberes" y la principal promotora de las desigualdades sociales en Brasil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Fracasso Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade]]></kwd>
<kwd lng="en"><![CDATA[School Failure]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
<kwd lng="en"><![CDATA[Society]]></kwd>
<kwd lng="es"><![CDATA[Fracaso Escolar]]></kwd>
<kwd lng="es"><![CDATA[Cognición]]></kwd>
<kwd lng="es"><![CDATA[Sociedad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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