<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362014000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escolas multisseriadas: a experiência internacional e reflexões para o caso brasileiro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parente]]></surname>
<given-names><![CDATA[Cláudia da Mota Darós]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<volume>22</volume>
<numero>82</numero>
<fpage>57</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362014000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362014000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362014000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O estudo sistematiza pesquisas e experiências sobre a multisseriação em países desenvolvidos e em desenvolvimento, por meio de uma revisão da literatura internacional, analisando suas opções político-pedagógicas. Evidencia-se que a multisseriação, no caso brasileiro, é resultado de uma necessidade e não uma opção pedagógica. Porém, a multisseriação proveniente de uma necessidade deve avançar para a busca de alternativas pedagógicas. Compreendendo a multidirecionalidade das opções político-pedagógicas em qualquer forma de organização escolar, defendemos que a política educacional brasileira deve abdicar da simples negação à multisseriação, buscando investigar experiências e investir na construção de alternativas que garantam o acesso à educação de qualidade a todos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The study systematizes researches and experiences of multiseried teaching in developed and developing countries by means of an international literature review that analyzes the political-pedagogical options. It emphasizes that the multiseried teaching, in Brazil, is the result of a necessity, not an educational option. However, the multiseried school originated from necessity must advance to search for educational alternatives. Understanding the several directions of the political and pedagogical options in any form of school organization, we argue that the Brazilian educational policy must give up the simple denial of multiseried teaching, and to investigate experiences and build alternatives to ensure access to quality education to all.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El presente estudio sistematiza la investigación y experiencia de la enseñanza multigrado en países desarrollados y en desarrollo a través de una revisión de la literatura internacional, además analiza las opciones político-pedagógicas desarrolladas en las últimas décadas. Es evidente que la enseñanza multigrado, en Brasil, resulta de una necesidad y no de una opción pedagógica. De todos modos, a pesar de originarse de una necesidad, debe avanzar y buscar alternativas pedagógicas. Abarcando las múltiples direcciones de las opciones políticopedagógicas bajo cualquier forma de organización escolar, defendemos que la política educacional brasileña debe renunciar a la simple negación de las escuelas multigrado, y buscar estudiar las experiencias e invertir en la construcción de alternativas que garanticen el acceso a una educación de calidad para todos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Multisseriada]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="en"><![CDATA[Multiseried School]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[Countryside Education]]></kwd>
<kwd lng="es"><![CDATA[Escuela Multigrado]]></kwd>
<kwd lng="es"><![CDATA[Política Educacional]]></kwd>
<kwd lng="es"><![CDATA[Educación de Campo]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Escolas  multisseriadas: a experi&ecirc;ncia internacional e reflex&otilde;es para o caso brasileiro.</h2> <h3>Multiseried schools: the international experience and  reflections for the Brazilian case.</h3> <h3>Escuelas  multigrado: experiencia internacional y reflexiones sobre el caso Brasile&ntilde;o.</h3>     <p>&nbsp;</p> <h4>Cl&aacute;udia  da Mota Dar&oacute;s Parente</h4> </font>      ]]></body>
<back>
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