<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312016000200522</article-id>
<article-id pub-id-type="doi">10.18222/eae.v27i65.3726</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Três cenários educacionais para o futuro: lições da sociologia do conhecimento]]></article-title>
<article-title xml:lang="es"><![CDATA[Tres escenarios educacionales para el futuro: lecciones de la sociología del conocimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Three educational scenarios for the future: lessons from the sociology of knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Young]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muller]]></surname>
<given-names><![CDATA[Johan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University College London Institute of Education ]]></institution>
<addr-line><![CDATA[Londres ]]></addr-line>
<country>United Kingdom</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Cape Town School of Education ]]></institution>
<addr-line><![CDATA[Cidade do Cabo ]]></addr-line>
<country>África do Sul</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>27</volume>
<numero>65</numero>
<fpage>522</fpage>
<lpage>551</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312016000200522&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312016000200522&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312016000200522&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente texto se baseia em enfoques oriundos da sociologia do conhecimento e, em vista deles, constrói três cenários para o futuro da educação nas próximas décadas. O principal foco recai sobre uma das mais cruciais questões enfrentadas pelos formuladores de políticas educacionais - a relação entre a escola e o conhecimento da vida cotidiana ou do senso comum. As diferentes possibilidades sobre como as fronteiras entre conhecimento escolar e não escolar devem ser abordadas são expressas em três cenários - "fronteiras dadas", "um mundo sem fronteiras" e a ideia da "manutenção das fronteiras como condição para seu cruzamento". As implicações educacionais de cada cenário são exploradas e argumenta-se em favor do terceiro deles. Consideram-se também os fatores que podem fazer com que um ou outro desses cenários domine nas políticas educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente texto se basa en enfoques oriundos de la sociología del conocimiento y en función de ellos construye tres escenarios para el futuro de la educación en las próximas décadas. El principal enfoque recae sobre una de las más cruciales cuestiones que enfrentan los formuladores de políticas educativas - la relación entre la escuela y el conocimiento de la vida cotidiana o del sentido común. Las distintas posibilidades sobre cómo abordar las fronteras entre el conocimiento escolar y el no escolar se expresan en tres escenarios - "fronteras dadas", "un mundo sin fronteras" y la idea del "mantenimiento de las fronteras como condición para su cruce". Se exploran las implicaciones educacionales de cada escenario y se argumenta en favor del tercero de ellos. También se consideran los factores que pueden hacer que uno u otro de dichos escenarios predomine en las políticas educacionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article draws on social realist approaches in the sociology of knowledge and in light of them constructs three scenarios for the future of education in the next decades. The primary focus of the paper is on one of the most crucial questions facing educational policy makers - the relationship between school and everyday or common sense knowledge. The different possibilities for how the school/non-school knowledge boundaries might be approached are expressed in three scenarios - 'boundaries treated as given', 'a boundary-less world' and the idea of 'boundary maintenance as a condition for boundary crossing'. The curriculum implications of each are explored and the article makes the case for the third scenario. The factors likely to make one or other scenario dominate educational policy in the next 20-30 years are also considered.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Sociologia do Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Realismo Social]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Fronteiras Disciplinares]]></kwd>
<kwd lng="es"><![CDATA[Sociología del Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Realismo Social]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Fronteras Disciplinares]]></kwd>
<kwd lng="en"><![CDATA[Sociology of Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Social Realism]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Disciplinary Boundaries]]></kwd>
</kwd-group>
</article-meta>
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