<?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>S0104-40362019000400712</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002701549</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[D. Quixote contra os moinhos: um ensaio sobre o Movimento Escola Sem Partido]]></article-title>
<article-title xml:lang="en"><![CDATA[D. Quixote against the mills: an essay on the Movimento Escola Sem Partido in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[D. Quijote contra los molinos: un ensayo sobre el Movimiento Escuela Sin Partido en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Tiago Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervi]]></surname>
<given-names><![CDATA[Gicele Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>105</numero>
<fpage>712</fpage>
<lpage>731</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000400712&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000400712&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000400712&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio serve-se das categorias &#8220;sagrado&#8221; e &#8220;profano&#8221; com o objetivo de analisar ideias motoras do Movimento Escola Sem Partido (MESP) que, como hipótese, procura instaurar uma visão de mundo escolar, apoiado em esquemas binários e convencionais de pensamento. Essas duas categorias procuram compreender como o MESP estabelece &#8220;deveres de condutas do professor&#8221; expressos em seu Projeto de Lei. Essa realidade político-educacional pode ser constituída de duas hipóteses: 1) pela construção social de um mundo heterônomo e virtualmente confuso e 2) pela atualização mítica de um tipo de professor &#8220;sagrado&#8221; que faria face ao mundo profano supostamente em questão. Estas sinalizam formas simbólicas de um passado cristalizado, constituindo aquilo que Bourdieu chamava de &#8220;paradigma de D. Quixote&#8221; &#8211; uma expressão subjetiva anacrônica à realidade objetiva. A realidade objetiva da educação é apresentada no último item do artigo, a partir de uma interpretação dramática onde tensões entre os valores &#8220;sagrado&#8221; e &#8220;profano&#8221; são entendidos como inerentes à condição social de professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay debates the ideas of the Movimento Escola Sem Partido (MESP) by the &#8220;sacred&#8221; and &#8220;profane&#8221; categories analyses. These categories seek to understand how MESP establishes &#8220;duties of teacher&#8217;s conduct&#8221; expressed in its Bill. This political-educational reality can be constituted of two hypothesis 1) by the social construction of a heteronomous world and virtually confusing, and (2) by the mythical actualization of a kind of &#8220;sacred&#8221; teacher who would face the supposed profane world. These hypotheses signal symbolic forms of a crystallized past, constituting what Bourdieu called the &#8220;Quixote paradigm&#8221; &#8211; an anachronistic subjective expression of objective reality. The objective reality of education is presented in the last section of the article from a dramatic interpretation where tensions between &#8220;sacred&#8221; and &#8220;profane&#8221; values are understood as inherent in their social condition.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este ensayo se sirve de las categorías &#8220;sagrado&#8221; y &#8220;profano&#8221; con el objetivo de analizar ideas motoras del Movimiento Escuela sin Partido (MESP) que, como hipótesis, buscan instaurar una visión de mundo escolar, apoyado en esquemas binarios y convencionales de pensamiento. Estas dos categorías buscan comprender cómo el MESP establece &#8220;deberes de conductas del profesor&#8221; expresados en su Proyecto de Ley. Esta realidad político-educativa puede ser constituida de dos hipótesis: 1) por la construcción social de un mundo heterónomo y virtualmente confuso y 2) por la actualización mítica de un tipo de profesor &#8220;sagrado&#8221; que haría frente al mundo profano supuestamente en cuestión. Estas hipótesis señalan formas simbólicas de un pasado cristalizado, constituyendo eso que Bourdieu llamaba &#8220;paradigma de don Quijote&#8221; &#8211; una expresión subjetiva anacrónica a la realidad objetiva. La realidad objetiva de la educación es presentada en el último ítem del artículo a partir de una interpretación dramática donde tensiones entre los valores &#8220;sagrado&#8221; y el &#8220;profano&#8221; son entendidos como inherentes a su condición social de profesor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sagrado]]></kwd>
<kwd lng="pt"><![CDATA[Profano]]></kwd>
<kwd lng="pt"><![CDATA[Escola sem partido]]></kwd>
<kwd lng="pt"><![CDATA[Moral]]></kwd>
<kwd lng="en"><![CDATA[Sacred]]></kwd>
<kwd lng="en"><![CDATA[Profane]]></kwd>
<kwd lng="en"><![CDATA[School without party]]></kwd>
<kwd lng="en"><![CDATA[Moral]]></kwd>
<kwd lng="es"><![CDATA[Sagrado]]></kwd>
<kwd lng="es"><![CDATA[Profano]]></kwd>
<kwd lng="es"><![CDATA[Escuela sin partido]]></kwd>
<kwd lng="es"><![CDATA[Moral]]></kwd>
</kwd-group>
</article-meta>
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