<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602014000500009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cidadania participatória no cotidiano escolar: a vez e a voz das crianças e dos jovens]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2014</year>
</pub-date>
<numero>53</numero>
<fpage>131</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602014000500009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602014000500009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602014000500009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Ao longo dos últimos 60 anos, a Europa tem vivido vagas de transição democrática que envolveram profundas mudanças políticas e uma forte ênfase no papel da Educação na promoção de uma cidadania democrática e europeia. No entanto, e apesar do seu passado autoritário, Portugal tem assistido a uma forte inconsistência das políticas educativas nesta área, em que momentos de grande ênfase na promoção da cidadania vão se alternando com momentos em que o foco é colocado em competências nas disciplinas “básicas”. No entanto, é escassa a investigação sobre o impacto destas mudanças no cotidiano das escolas. Numa pesquisa sobre educação para a cidadania, realizamos um estudo junto de alunos de escolas portuguesas envolvidos na construção de perfis comunitários sobre a democracia e a participação no passado, no presente e no futuro. O perfil comunitário envolve um processo de investigação participativa em que os alunos recolhem - através de análise documental, entrevistas ou questionários - e analisam dados sobre as oportunidades de exercício da cidadania, no passado e no presente, e refletem sobre as possibilidades que se abrem no futuro. Os alunos revelaram um grande envolvimento neste processo cujo impacto é analisado a partir dos seus discursos e dos seus professores. O estudo revela como a aprendizagem da cidadania pode manter-se como espaço de resistência às políticas educativas no cotidiano das escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[During the last 60 years, Europe has faced a series of democratization processes that have generated profound social and political transformations and a strong emphasis on the role of education in promoting a European and democratic citizenship. However, and in spite of its authoritarian past, Portugal has witnessed a strong inconsistency of educational policies in this domain, with moments of intense emphasis on encouraging citizenship that are followed by periods of complete devaluation with a ‘back to the basics’ approach. However, there is almost no research on the impact of these changes in the daily life of schools. This paper describes a research that involved Portuguese pupils in the construction of community profiles in the past, present and future of democracy and participation. Community profiling involves pupils in a participatory research process in which they collect - through document analysis, interviews, or questionnaires - and analyze data on opportunities for citizenship, now and in the past, and they reflect over possible evolutions in the future. The analysis of the process and its impacts on pupils is based on interviews with teachers and pupils, suggesting a strong commitment. The research also reveals how citizenship learning can be a space for resisting education policies in the daily life of schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação para a Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Perfil Comunitário]]></kwd>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="pt"><![CDATA[Participação]]></kwd>
<kwd lng="en"><![CDATA[Citizenship Education]]></kwd>
<kwd lng="en"><![CDATA[Community Profiling]]></kwd>
<kwd lng="en"><![CDATA[Learning Democracy]]></kwd>
<kwd lng="en"><![CDATA[Participation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Cidadania  participat&oacute;ria no cotidiano escolar: a vez e a voz das crian&ccedil;as e dos jovens.</h2> <h3>Participatory citizenship in the daily life of  schools: the voice and turn of children and young people.</h3>     <p>&nbsp;</p> <h4>Isabel  Menezes, Pedro Ferreira    <br> </h4> </font>      ]]></body><back>
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